Use: “The event was attended by approximately 80-100 people.”
Not: “The event was attended by about 100 people.”
What are flabby expressions.
Flabby expressions and words are wasted phrases. They don’t add any value to your writing but do take up the word count and the reader’s headspace.
Flabby expressions frequently contain clichéd, misused words that don’t communicate anything specific to the reader. For example, if someone asks you how you are feeling and you reply, “I’m fine,” you’re using a flabby expression that leaves the inquirer none the wiser as to how you truly are.
Flabby words are fine in everyday conversation and even blog posts like this.
However, they are enemies of clear and direct essays. They slow down the pace and dilute the argument.
When grading your essay, your professor wants to see the primary information communicated clearly and succinctly.
Removing the examples of flabby words and expressions listed below from your paper will automatically help you to take your essay to a higher level.
Key takeaway: When it comes to essays, brevity is best.
Use: “I will continue to present the final analysis.” Not: “I will go on to present the final analysis.” | |
Use: “This research proved…” Not: “I might add that this research proved…” | |
Use: “This essay effectively demonstrated…” Not: “This essay was effective in terms of…” | |
Use: “Shakespeare was a talented writer.” Not: “In my opinion, Shakespeare was a talented writer.” | |
Use: “Although this paper was written 50 years later, nothing has changed.” Not: “In spite of the fact this paper was written 50 years later, nothing has changed.” | |
Use: “If new research emerges, the situation may change.” Not: “In the event that new research emerges, the situation may change.” | |
Use: “I concluded that the hypothesis was incorrect.” Not: “In the process of writing the essay, I concluded that the hypothesis was incorrect.” | |
Use: “Freud probably believed…” Not: “It seems like Freud was of the opinion…” | |
Use: “They reached the United States.” Not: “They made it to the United States.” | |
Use: “Kant frequently argued this point.” Not: “Kant argued this point on a regular basis.” | |
Use: “In this paper, I will highlight the most relevant findings of my study.” Not: “In this paper, I will pick out the most relevant findings of my study.” | |
Use: “It is important to emphasize the implications of this argument.” Not: “It is important to point out the implications of this argument.” | |
Use: “Start by describing the research methodology.” Not: “The first step is to describe the research methodology.” | |
Use: “It is clear the government must act now to resolve the issues.” Not: “It is clear the government must take action now to resolve the issues.” | |
Use: “In Section 6 of the essay, we will examine the research findings.” Not: “In Section 6 of the essay, we will talk about the research findings.” | |
Use: “Consider the thesis statement…” Not: “The most important thing is to consider the thesis statement.” | |
Use: “Jane Eyre cried because…” Not: “The reason Jane Eyre cried was because…” | |
Use: “Students frequently fail this exam.” Not: “This is an exam that students frequently fail.” | |
Use: “This essay has demonstrated…” Not: “Time and time again, this essay has demonstrated…” | |
Use: “After reviewing the survey outputs, I will determine…” Not: “After reviewing the survey outputs, I will try to figure out…” | |
Use: “The argument was fascinating.” Not: “The argument was very interesting.” | |
Use: “I then revaluated the research findings.” Not: “I then went back over the research findings.” | |
Use: “We must consider the historical context when reviewing George Orwell’s work.” Not: “When it comes to the work of George Orwell, we must consider the historical context.” | |
Use: “This essay, written over 100 years ago, offers an insight…” Not: “This essay, which was written over 100 years ago, offers an insight…” | |
Use: “Kotler, a renowned marketing expert, claims…” Not: “Kotler, who is a renowned marketing expert, claims…” | |
Use: “Every experiment in the study will differ.” Not: “Every experiment in the study will be different.” | |
Use: “The thesis statement asserts…” Not: “With reference to the thesis statement…” |
What are redundant words.
Redundant words and phrases don’t serve any purpose.
In this context, redundant means unnecessary.
Many everyday phrases contain redundant vocabulary; for example, add up, as a matter of fact, current trends, etc.
We have become so accustomed to using them in everyday speech that we don’t stop to question their place in formal writing.
Redundant words suck the life out of your essay.
They can be great for adding emphasis in a conversational blog article like this, but they do not belong in formal academic writing.
Redundant words should be avoided for three main reasons:
The most effective essays are those that are concise, meaningful, and astute. If you use words and phrases that carry no meaning, you’ll lose the reader and undermine your credibility.
Key takeaway: Remove any words that don’t serve a purpose.
Use: “The water was freezing.” Not: “The water was absolutely freezing.” | |
Use: “The research findings revealed…” Not: “The actual research findings revealed…” | |
Use: “Adds an element to the analysis.” Not: “Adds an additional element to the analysis.” | |
Use: “We will sum the responses.” Not: “We will add up the responses.” | |
Use: “Hamlet had no choice but to…” Not: “Hamlet had no alternative choice but to…” | |
Use: “Throughout human history, females have…” Not: “All throughout human history, females have…” | |
Use: “The animals included dogs, cats, birds, etc.”Not: “The animals included dogs, cats, birds, and etc.” | |
Use: “The survey findings indicated…” Not: “As a matter of fact, the survey findings indicated…” | |
Use: “The theme of love overcoming evil is compelling.” Not: “As far as I am concerned, the theme of love overcoming evil is compelling.” | |
Use: “This prompts me to question the accuracy of the findings.” Not: “This prompts me to ask the question: ‘Were the findings accurate?’” | |
Use: “We assembled the various parts.” Not: “We assembled together the various parts.” | |
Use: “We cannot confirm the validity of the findings.” Not: “At the present time, we cannot confirm the validity of the findings.” | |
Use: “According to the findings…” Not: “According to the basic findings…” | |
Use: “The elements of the story blend well.” Not: “The elements of the story blend together well.” | |
Use: “The Romans were defeated.” Not: “The Romans were completely defeated.” | |
Use: “I will then connect the main aspects of the analysis.” Not: “I will then connect together the main aspects of the analysis.” | |
Use: “Some people argue the trend of using big data to understand customer needs won’t continue.” Not: “Some people argue the current trend of using big data to understand customer needs won’t continue.” | |
Use: “The findings were scrutinized.” Not: “The findings underwent careful scrutiny.” | |
Use: “The remains were near the dwelling.” Not: “The remains were found in close proximity to the dwelling.” | |
Use: “To achieve victory, it was necessary to eradicate the enemy.” Not: “To achieve victory, it was necessary to completely eradicate the enemy.” | |
Use: “The organization’s assets depreciated over time.” Not: “The organization’s assets depreciated in value over time.” | |
Use: “We identified six kinds of bacteria.” Not: “We identified six different kinds of bacteria.” | |
Use: “The test failed because the fire was too hot.” Not: “The test failed due to the fact that the fire was too hot.” | |
Use: “During the story…” Not: “During the course of the story… | |
Use: “The number of incorrect answers dwindled.” Not: “The number of incorrect answers dwindled down.” | |
Use: “Every scenario was tested.” Not: “Each and every scenario was tested.” | |
Use: “They are equal in height, but Sarah is a faster runner.” Not: “They are equal to one another in height, but Sarah is a faster runner.” | |
Use: “The findings were the same.” Not: “The findings were the exact same.” | |
Use: “The result was the fall of the dictatorship.” Not: “The end result was that the dictatorship fell.” | |
Use: “Although the weights of the materials were equal, their performance was not comparable.” Not: “Although the weights of the materials were equal to one another, their performance was not comparable.” | |
Use: “All participants returned the completed survey.” Not: “Every single person returned the completed survey.” | |
Use: “It is interesting to observe how the characters evolve.” Not: “It is interesting to observe how the characters evolve over time.” | |
Use: “I completed the test with a classmate.” Not: “I completed the test with a fellow classmate.” | |
Use: “I continued to add water until the vessel was filled.” Not: “I continued to add water until the vessel was filled to capacity.” | |
Use: “The researcher concluded that the test was reliable.” Not: “The researchers’ final conclusion was that the test was reliable.” | |
Use: “Shakespeare remains foremost a poet.” Not: “Shakespeare remains first and foremost a poet.” | |
Use: “The idea to test the relationship between speed and weight was conceived when…” Not: “The idea to test the relationship between speed and weight was first conceived when…” | |
Use: “First, I was interested in the character’s name.” Not: “First of all, I was interested in the character’s name.” | |
Use: “The bird flew rapidly.” Not: “The bird flew through the air rapidly.” | |
Use: “The results indicate that imports can be detrimental to the economy.” Not: “The results indicate that foreign imports can be detrimental to the economy.” | |
Use: “I am a graduate of HKU.” Not: “I am a former graduate of HKU.” | |
Use: “The research fuses a myriad of experimental techniques.” Not: “The research fuses together a myriad of experimental techniques.” | |
Use: “My plans for the next stage of the research include…” Not: “My future plans for the next stage of the research include…” | |
Use: “Gather your thoughts and develop a new thesis.” Not: “Gather your thoughts together and develop a new thesis.” | |
Use: “The study sample consisted of 150 members of the public.” Not: “The study sample consisted of 150 members of the general public.” | |
Use: “The specimen had grown by 5 cm.” Not: “The specimen had grown in size.” | |
Use: “A Bunsen burner was used to heat the solution.” Not: “A Bunsen burner was used to heat up the solution.” | |
Use: “The machine parts were connected using a tube.” Not: “The machine parts were connected using a hollow tube.” | |
Use: “It is important that the tools integrate.” Not: “It is important that the tools integrate with each other.” | |
Use: “To prove the hypothesis, this essay will…” Not: “In order to prove the hypothesis, this essay will…” | |
Use: “This essay will introduce the idea that…” Not: “This essay will introduce the new idea that…” | |
Use: “This paper describes a collaboration between…” Not: “This paper describes a joint collaboration between…” | |
Use: “Kotler is an expert in the field of marketing.” Not: “Kotler is a knowledgeable expert in the field of marketing.” | |
Use: “This idea will be explored in more depth later.” Not: “This idea will be explored in more depth at a later time.” | |
Use: “The substance was made of…” Not: “The substance was made out of…” | |
Use: “These findings represent a breakthrough in the field of…” Not: “These findings represent a major breakthrough in the field of…” | |
Use: “Othello may have been…” Not: “Othello may possibly have been…” | |
Use: “Blyton’s use of alliteration was unique.” Not: “Blyton’s use of alliteration was most unique.” | |
Use: “The two philosophers respected one another.” Not: “The two philosophers had mutual respect for one another.” | |
Use: “Never have I been so amazed.” Not: “Never before have I been so amazed.” | |
Use: “Henry Ford presented an innovation that changed the world.” Not: “Henry Ford presented a new innovation that changed the world.” | |
Use: “The grade for my essay is pending.” Not: “The grade for my essay is now pending.” | |
Use: “The digital form was created by…” Not: “The digital form was originally created by…” | |
Use: “My experience has taught me…” Not: “My past experience has taught me…” | |
Use: “It was during that period that steam power emerged.” Not: “It was during that period of time that steam power emerged.” | |
Use: “Night and day are opposites.” Not: “Night and day are polar opposites.” | |
Use: “The findings are not available at present.” Not: “The findings are not available at the present time.” | |
Use: “This essay will argue that the reason…” Not: “This essay will argue that the reason why…” | |
Use: “At this point, we will refer to the work of…” Not: “At this point, we will refer back to the work of…” | |
Use: “This essay will examine…” Not: “This essay will take a look at…” | |
Use: “We will perform all the tests within that time frame.” Not: “We will perform all the tests within that time.” | |
Use: “The respondents were asked to write their names.” Not: “The respondents were asked to write down their names.” |
What are colloquial expressions.
A colloquial expression is best described as a phrase that replicates the way one would speak.
The use of colloquial language represents an informal, slang style of English that is not suitable for formal and academic documents.
For example:
Colloquial language: “The findings of the study appear to be above board.”
Suitable academic alternative: “The findings of the study are legitimate.”
Grammar expletives are sentences that start with here , there, or it .
We frequently use constructions like these when communicating in both spoken and written language.
But did you know they have a distinct grammatical classification?
They do; the expletive.
Grammar expletives (not to be confused with cuss words) are used to introduce clauses and delay the subject of the sentence. However, unlike verbs and nouns, which play a specific role in expression, expletives do not add any tangible meaning. Rather, they act as filler words that enable the writer to shift the emphasis of the argument. As such, grammar expletives are frequently referred to as “empty words.”
Removing them from your writing can help to make it tighter and more succinct. For example:
Sentence with expletive there : There are numerous reasons why it was important to write this essay. Sentence without expletive: It was important to write this essay for numerous reasons.
While colloquial expressions and grammar expletives are commonplace in everyday speech and are completely acceptable in informal emails and chatroom exchanges, they can significantly reduce the quality of formal essays.
Essays and other academic papers represent formal documents. Frequent use of slang and colloquial expressions will undermine your credibility, make your writing unclear, and confuse the reader. In addition, they do not provide the exactness required in an academic setting.
Make sure you screen your essay for any type of conversational language; for example, figures of speech, idioms, and clichés.
Key takeaway: Grammar expletives use unnecessary words and make your word count higher while making your prose weaker.
Use: “Blood is thicker than water.” Not: “It is a fact that blood is thicker than water.” | |
Use: “As logical to expect…” Not: “As it would be logical to expect…” | |
Use: “The evidence suggests the hypothesis is correct.” Not: “There is evidence to suggest that the hypothesis is correct.” | |
Use: “This essay presents numerous ideas.” Not: “There are numerous ideas presented in this essay.” | |
Use: “Future studies will investigate this area further.” Not: “There will be future studies to investigate this idea further.” | |
Use: “We expect the outcomes to indicate…” Not: “All things being equal, we expect the outcomes to indicate…” | |
Use: “This paper has achieved its objective of…” Not: “For all intents and purposes, this paper has achieved its objective of…” | |
Use: “The story predominantly explored the theme of unrequited love.” Not: “For the most part, the story explored the theme of unrequited love.” | |
Use: “This essay reviewed the idea of sentiment.” Not: “For the purpose of this essay, the idea of sentiment was reviewed…” | |
Use: “Soda consumption is linked with obesity.” Not: “Here’s the thing: Soda consumption is linked with obesity.” | |
Use: “The recommendations follow the analysis.” Not: “The recommendations are after the analysis.” | |
Use: “We effectively reduced the mistakes.” Not: “We effectively cut down on the number of mistakes.” |
What is normalization.
A normalized sentence is one that is structured such that the abstract nouns do the talking.
For example, a noun, such as solution , can be structured to exploit its hidden verb, solve .
The act of transforming a word from a verb into a noun is known as normalization.
This is no universal agreement as to whether normalization should be removed from an essay. Some scholars argue that normalization is important in scientific and technical writing because abstract prose is more objective. Others highlight how normalizations can make essays more difficult to understand .
The truth is this: In the majority of essays, it isn’t possible to present an entirely objective communication; an element of persuasion is inherently incorporated. Furthermore, even the most objective academic paper will be devoid of meaning unless your professor can read it and make sense of it. As such, readability is more important than normalization.
You will need to take a pragmatic approach, but most of the time, your writing will be clearer and more direct if you rely on verbs as opposed to abstract nouns that were formed from verbs. As such, where possible, you should revise your sentences to make the verbs do the majority of the work.
For example,
Use: “This essay analyses and solves the pollution problem.”
Not: “This essay presents an evaluation of the pollution issue and presents a solution.”
While normalized sentences are grammatically sound, they can be vague.
In addition, humans tend to prefer vivid descriptions, and verbs are more vivid, informative, and powerful than nouns.
Key takeaway: Normalization can serve a purpose, but only use it if that purpose is clear.
Use: “I will then analyze the data.” Not: “I will then progress to present an analysis of the data.” | |
Use: “She appeared unexpectedly.” Not: “Her appearance was unexpected.” | |
Use: “We attempted to reproduce the results but failed.” Not: “Our attempts at reproducing the results were unsuccessful.” | |
Use: “Winston believed the state was corrupt.” Not: “It was Winston’s belief that the state was corrupt.” | |
Use: “Robert’s carelessness caused John’s death.” Not: “John died because of Robert’s carelessness.” | |
Use: “The temperature dropped due to the rain.” Not: “The rain caused a drop in temperature.” | |
Use: “Jesus’ behavior confused the priest.” Not: “Jesus’ behavior caused considerable confusion for the priest.” | |
Use: “We compared the height and weight of the participants.” Not: “We drew a comparison between the height and the weight of the participants.” | |
Use: “The flavor weakened when water was added.” Not: “The flavor decreased in strength when water was added.” | |
Use: “Kotler defined strategic marketing as…” Not: “Kotler’s definition of strategic marketing was as follows…” | |
Use: “I will conclude by describing the main findings.” Not: “I will conclude with a description of the main findings.” | |
Use: “Reproducing the results was difficult.” Not: “I experienced difficulties reproducing the results.” | |
Use: “The hero easily won the battle.” Not: “The hero won the battle with ease.” |
That’s a lot to take in.
You may be wondering why you should care?
Cutting the fat helps you present more ideas and a deeper analysis.
Don’t be tempted to write an essay that is stuffed with pompous, complex language: It is possible to be smart and simple.
Bookmark this list now and return to it when you are editing your essays. Keep an eye out for the words you shouldn’t use in an essay, and you’ll write academic papers that are more concise, powerful, and readable.
about/around | Use "approximately" instead. |
absolute best | "Absolute" is redundant—just use "best." |
absolute worst | For the same reason as above, just use "worst." |
absolutely | Eliminate unnecessary adverbs in academic writing. |
absurd | Don't say something is absurd; show that it is by using logical argumentation. |
actual | It is unlikely that the meaning of your sentence will be altered by deleting this usually redundant word. |
add an additional | "Additional" is redundant—remove it. |
all throughout | "All" is redundant. |
almost | Specify the level of progress instead of using vague language. |
alternative choice | Use either of these words but not both together. |
amazing | Do not use emotive language in academic writing. |
and etc. | This is grammatically incorrect—just use "etc." |
area | Specify which area you are talking about. |
as a matter of fact | This is colloquial language and inappropriate for an essay. |
ask the question | Just use "question." |
assemble together | Just use "assemble." |
at a later time/date | The concept of time is implicit, so just use "later." |
basic | Try deleting this word; nine times out of ten, it will make your sentence read better. |
beautiful | Do not use emotive language in academic writing. |
belief | Rephrase this using the verb "believe." |
big, small, short, tall | Describe the exact size rather than using these words. |
blend together | "Together" is redundant—just use "blend." |
careful scrutiny | "Careful" is redundant—just use "scrutiny." |
caused considerable confusion | Rephrase this using the verb "confuse." |
certainly | Skepticism is a key academic value; certainty has no place. |
close proximity | This is wordy; just use "near." |
completely | Remove unnecessary adverbs. |
connect together | "Together" is redundant—just use "connect." |
cut down on | Use "reduce" instead of employing a figure of speech. |
decrease in strength | Say "weaken" instead—it's more concise. |
depreciate in value | The word "depreciate" already implies a value is being discussed, so delete "in value." |
different kinds | "Different" is usually unnecessary in this phrase. |
disagreeable | This is an emotional word, which should be avoided in academic writing. |
disgusting | Use less emotive and more descriptive language. |
due to | Use "because" instead. |
during the course of | "The course of" is redundant—just use "during." |
dwindle down | "Down" is redundant—just use "dwindle." |
each and every | Use either "each" or "every." |
equal to one another | "To one another" is redundant—just use "equal." |
evolve over time | All evolution happens over time, so delete "over time." |
exceptional | If something is exceptional, demonstrate how so using facts and allow your reader to reach their own conclusion. |
fellow classmate/colleague | All colleagues and classmates are fellows, so there is no need to use that word. |
filled to capacity | "To capacity" is redundant—just use "filled." |
first and foremost | Choose one, don't use both. |
first conceived | "First" is unnecessary. |
first of all | "Of all" is redundant—just use "first." |
fly through the air | "Through the air" is redundant—just use "fly." |
for all intents and purposes | This phrase is a mouthful and usually redundant. |
for the most part | Wordy; try "predominantly" instead. |
for the purpose of | This concept can be expressed in fewer words than this. |
foreign imports | All imports are foreign, so just say "imports." |
former graduate | Once a graduate, always a graduate—"former" is inaccurate. |
fuse/join/merge/mix together | The word "together" is redundant when used with any of these verbs. |
future plans | All plans are for the future, so just say "plans." |
gather together | The word "together" is redundant—just use "gather." |
general public | "General" adds nothing—just use "public." |
go on | This phrase is too casual in most contexts; use "continue" instead. |
gorgeous | Overly emotive for academic writing. |
here’s the thing | This phrase is too colloquial for use in academic writing. |
hollow tube | Tubes are hollow by definition. |
I might add | If you want to add something, just add it—no need to say you're doing so. |
in my opinion | The whole essay is your opinion—focus on supporting your argument coherently. |
in order to | "In order" is redundant—just use "to." |
in spite of the fact | Too wordy—just say "although." |
in the event of/that | This phrase is wordy; you can express the same concept with a two-letter word—"it." |
incontrovertibly | Nothing is incontrovertible in academia. If you want to assert something, back it up. |
integrate with each other | "With each other" is redundant—just use "integrate." |
introduce the new | Just say "introduce." |
irrefutable | Nothing is irrefutable in academic writing. This word will only make your reader question why you haven't backed up your assertion. |
it seems like | Use "probably" instead. |
joint collaboration | All collaborations are joint, so delete "joint." |
kind of | This phrase is too casual for an essay. |
knowledgeable expert | All experts are knowledgeable, so just use "expert." |
look no further | Telling an academic to "look no further" tends to have the opposite effect. |
made out of | Just use "made of." |
major breakthrough | All breakthroughs are major, so delete "major." |
may/might possibly | "Possibly" is redundant—just use "may" or "might." |
meaningful | Meaningful in what sense? Use more specific language. |
miraculous | Overly emotive for academic writing. |
more or less | This phrase is imprecise; be more specific. |
mutual cooperation | "Mutual" is redundant—just use "cooperation." |
needless to say, it goes without saying | If it's truly needless to say something, don't say it at all. |
never before | "Before" is redundant—just use "never." |
new innovation/invention | All innovations and inventions are new, so delete "new." |
now pending | "Now" is redundant—just use "pending." |
on a regular basis | Wordy; try "frequently" or "regularly" instead. |
originally created | "Originally" adds nothing here—just use "created." |
past experience | "Past" is redundant—just use "experience." |
period of time | All periods are "of time," so just use "period." |
pick out | Somewhat colloquial; try "highlight" instead. |
point out | Somewhat colloquial; try "emphasize" instead. |
polar opposites | "Polar" adds nothing to the meaning of this phrase, so just use "opposites." |
present an analysis/recommendation/conclusion | Instead of saying you will "present" an analysis/recommendation/conclusion, turn the nouns into verbs: "analyze/recommend/conclude." |
present time | "Time" is redundant—just use "present." |
prove | Instead of saying something is proven, focus on proving it. |
reason why | "Why" is redundant—just use "reason." |
refer/reply/revert back | "Back" is not needed in these examples—delete it. |
repulsive | Overly emotive for academic writing. |
ridiculous | Overly emotive for academic writing. |
sensational | Exaggerated language like this feels out of place in an essay and usually has the opposite effect to that intended. |
settles the debate | The objective of an essay is to contribute to a debate, not to settle it. This phrase comes across as arrogant and ignorant. |
sickening | Overly emotive for academic writing. |
and so on, and so forth | Adding "and so on" at the end of a list of examples looks either lazy or like you are trying to pad your essay. |
something | Specify what "something" is. |
sort of | Replace this with a more specific and formal qualifier. |
stuff | Colloquial and vague; specify the stuff you are talking about. |
stupid | Insulting people or ideas is rude and inappropriate; if you want to advance an alternative idea, do so using logic. |
superb | "Boosters" like this feel out of place in an essay and overusing it will hurt your grades. |
take a look at | Instead, use "examine." |
talk about | Use "examine" or "discuss" instead. |
the first step is to | Wordy; replace with a simple verb such as "start." |
make it to | Use "reach" instead. |
good, bad | These words risk being subjective. |
thoroughly convincing | There is no need to use "thoroughly" here. |
time and time again | This colloquial phrase can be deleted from most sentences without changing their meaning. |
try to figure out | This is too colloquial for an essay—try a verb like "determine" instead. |
unbelievable | This exaggerated, emotional language is not appreciated in an academic context. |
undeniable | Saying this makes you look dogmatic. |
very, quite, really, totally, actually | These overused modifiers look like padding—examiners hate them. |
when it comes to | If you restructure the sentence, you can probably just use "when." |
which is | Try deleting "which is" from the phrase "the emu, which is endemic to Australia," and you'll find that your sentence is equally coherent. |
who is | Instead of saying "Karen Lee, who is an astronomer," just say "Karen Lee, an astronomer." |
with absolute certainty | Saying "with absolute certainty" does not increase the certainty of anything, so work on your argument instead. |
within that time frame | "Frame" is redundant—delete it. |
without a doubt | Don't assert that something is certain; it is important to be open to new possibilities. |
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Chris Drew (PhD)
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
Learn about our Editorial Process
There are many types of words not to use in an essay. Today I want to talk to you about just three types. I’ll also provide you with 33 examples of words not to use in your essay to give you an idea of the sorts of words to look out for.
I’ll break these 33 words up into three sets:
Set 2: assertive words not to use in an essay, set 3: emotional words not to use in an essay.
One major place where many students fall down is that they don’t realize that the ideal essay writing format is very different from other writing styles. If you’re writing like a journalist, blogger, or fiction writer, you’re probably losing yourself marks.
Students keep trying to write essays that excite, engage, and dazzle their marker through exquisitely crafted prose.
That won’t work.
Your marker doesn’t want to be excited or dazzled through Shakespearian verse.
In fact, your marker likely isn’t even reading most of your essay the way you think.
They’re not sitting down with a nice cup of tea for an afternoon of entertainment. Essay marking is serious business. Your marker has a stack of 20, 50, or even 100 assignments to mark over the space of two weekends – weekends when they’d much rather be skiing (trust me, I know this all too well).
Your marker is therefore trying to assess how well you know the information, and whether you’ve presented it in a critical, insightful, and balanced way.
They’re scanning through your work as fast as they can, and those superb adjectives you ummed and ahhhed over for hours are probably irritating the heck out of your frazzled marker .
How Would you Describe your Essay? Focus on being ‘critical’, ‘ insightful ’, and ‘balanced’. Do not make the mistake of trying to be ‘engaging’, ‘exciting’, and ‘entertaining’.
In fact, the more you try to excite or sell a position to your marker through superlative language, the more they’ll roll their eyes.
Your marker is going to make a decision in about the first 3 minutes of their marking what grade they’ll give you. The language you use in the first few paragraphs matters. A lot.
Your marker is going to want to know, in as short a time as possible:
With this in mind, you’re going to want to start removing some of those superlative essay words that you’re accustomed to using in your nightly diary.
Here are thirty-three words to stop using. Immediately.
Exaggerated words are words not to use in your essay. Exaggerated language makes you sound like you’re selling your teacher a shoddy used car.
In academia we call these exaggerated words ‘Boosters’, and research shows students who use them too much tend to have lower grades.
Instead, you want to look like you’re very soberly stated the cases for and against a particular point. That same research study noted above highlighted that sober analysis tends to get higher grades.
Therefore, try not to provide the impression that you’ve exaggerated.
One of the biggest mistakes students make when writing an essay is overstating their claims. Students think their goal is to present a powerful exposition that will overwhelmingly convince their marker of one fact or another.
In reality, a truly critical thinker – even in an argumentative or critical essay is critical of both themselves and others.
Therefore, they don’t overstate one side of any argument. Even when they come to a conclusion at the end of their piece, it’s after picking apart the flaws and problems with all sides of an argument.
With this in mind, you don’t want to come across as a snake oil salesman. Here are some over-the-top words you might want to leave out of your next essay:
Amazing Ground Breaking Absolute Best Absolute Worst Thoroughly Convincing Look no Further Miraculous Superb Unbelievable Sensational Exceptional |
Similarly, try not to use the most dramatic statistics that don’t seem to pass the common-sense test. If you do identify an overwhelmingly powerful statistic, search for one that seems more grounded or understated.
You can present a seemingly over-the-top statistic alongside a less overwhelming statistic to show that there is disagreement within a topic. Even if both statistics seem to support a statement, present them side-by-side to show how even people who agree on big-picture issues disagree on some of the minor points.
Showing the small differences between different scholarly sources you have read is one of the best ways to show that you have come up with deep, thoughtful, and insightful ‘critical commentary’ about a topic. It also shows that you haven’t gotten carried away believing something wholeheartedly in a way that appears thoughtless.
Read Also: 13+ Examples Of The Word “Academic” In A Sentence
We don’t completely, unequivocally, and unrefutably know anything. Therefore, nothing is ever ‘confirmed’.
Even the ‘Theory’ of gravity is just a theory – and indeed, it’s changed and been updated many, many times since Isaac Newton got hit on the head by that apple.
Indeed, the idea that we never really know something to be completely true forms the basis of university thought. It dates way back to scholars such as Nicolaus Copernicus who, in 1514, proposed that the sun revolved around the earth.
Back then, this was a preposterous assertion! Everyone knew , was absolutely certain , that the earth was the center of the universe. The sun woke up in the morning and went to bed at night – that’s the way the world was.
However, by making observations of the positions of the stars at night, Copernicus showed us that we could observe that it was not the sun that was moving through space – it was us!
Copernicus showed us that we had to let our observations shape our beliefs. Thinking something is true – no matter how much it seems to be! – is not enough. We should always leave our minds open to new ideas.
Copernicus’s contemporary, Francis Bacon, called this new way of thinking skepticism .
Nowadays, students are taught to always be skeptical. We, therefore, aim not to use words that leave no room for new data to emerge to change our minds.
Take a look at some words that are overly certain, and consider replacing them with more skeptical terms:
Confirms | Supports |
Knows | Argues |
Proves | Identifies |
Settles the Debate | Agrees |
True Facts | Shows |
Irrefutable | Emphasises |
Undeniable | Defends |
With Absolute Certainty | Current Scientific Consensus |
Without a Doubt | Backs Up |
Certainly | Reinforces |
Incontrovertibly | Highlights |
Emotional language is a sign of lack of critical thinking. Emotional words are therefore a big fat red flag for your teacher. You want to make it appear as if you have come to your position in an essay through the use of objective and thoughtful research.
This is very hard when an issue is inherently emotive. I used to teach a course on Child Protection. In this course I found it very difficult to get my students to stop using language like ‘disgusting’, ‘abhorrent’, and ‘repulsive’ to describe abusive behavior towards children.
“Look,” I would tell them, “I know that abusive behavior is disgusting – we all in this room agree on that. But you need to be a professional, objective juror. Explain to me the effects of child abuse through facts and research. Show facts, not feelings. In your essay, keep your emotional language out of it.”
Simply speaking, emotional language makes it appear to your marker that you are susceptible to researcher bias. A more sober analysis will be more much convincing.
Here are some words to avoid at all costs:
Disgusting Beautiful Gorgeous Perfect Repulsive Abhorrent Disagreeable Sickening Absurd Ridiculous Unintelligent Stupid |
You might notice I didn’t provide you with possible alternative words in the table above. The reason is simple: remove superlative adjectives and adverbs, and don’t replace them with anything.
Many of my students complain that I’m asking them to be boring . It’s true, to an extent. In essay writing (unlike journalistic or blog writing), you need to take your ‘voice’ out of the writing.
You need to let the way you sorted and presented the data do the talking for you. For some tips on this, you might want to have a look at our post on paragraphs where we outline the ideal paragraph formula to achieve the best results in your essays.
In this post, I have outlined three types of words to avoid in essays , with examples. I have highlighted that you should avoid these three types of words:
Three types of Words to Avoid
The above 33 examples are just a start: keep your mind active when editing your work and try to pick out these three types of words.
Essay writing is supposed to be succinct, clear, and to-the-point. It should be analytical and critical. However, it should do this calmly and professionally. By exaggeration, being emotional, and being assertive, you are doing yourself a disservice.
(You might also want to brush up on tautologies so you avoid using them in essays, too!)
By paying attention to your word choice, you can start to build your marks. Sometimes it’s more important to focus on words to avoid than words to include.
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20+ words to avoid writing in your essay.
Posted on March 13, 2018 by Jessica Velasco
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Essays, assignments, admissions…
These words implicate the pain of students from all over the world, don’t you agree? They yet sound like a creepy snake whispering, “You shall not passsss!”
Most students hate writing essays. It’s difficult, time- and energy consuming, and challenging to complete them. A thesis, arguments, references, and conclusion are fundamental to every essay. But what makes yours stellar is words you use to convince readers. Words are your powerful weapon to prove critical thinking and knowledge of the topic. Words help you stand out in a crowd of other students writing about the same topics.
But here’s the problem:
Not all words are useful. Some are clunky and redundant , while others make your writing mumbling. Some you use for word count rather than meaning, and they make essays sound complicated yet empty.
For concise and meaningful writing, do your best to avoid these words and phrases in your admission essays.
In essays, avoid abbreviations such as “ don’t ,” “ can’t ,” and “ won’t .” Academic works suppose using full words, so write them rather than contractions.
Set phrases enrich a language, but leave them for personal stories, blog posts, or fiction books. An admission essay is a task to check your skills of formal writing, not your ability to entertain or wow professors with flourished vocabulary. Stay clear and concise.
These run-on expressions demonstrate nothing but your inability to work with arguments, details, and examples. They scream, “I do not know what else to say!” Avoid them in your essays.
Phrases a la “ it’s an open secret ,” “ we all know ,” or “ sleep like a baby ” are clichés used so often that have lost relevance far long ago. They are a poor attempt to strike as clever, but such words sound false in sober fact.
The problem with these words is colloquiality and vagueness, inappropriate for academic language. It’s okay to use them in everyday talk; but when in essays, they sound too elementary and make admission officers think of your poor vocabulary. Do your best to master paraphrasing and synonymization for writing more sophisticated words in academic papers.
Remember the audience. Even though admission officers might read Buzzfeed articles in spare time, they will hardly appreciate such writing style in your formal essay. Leave slang where it’s appropriate.
Asking them, you assume that readers know the answer. But why then do they need this information? What’s its value? Rhetorical questions don’t expect explanations, which is inappropriate for academic writing. What seems evident to you might not be so for a reader, that is why you should provide clear statements in essays.
Parenthetic words bring no surplus value to your writings. They may serve as transitional phrases in informal works but become redundant when used in academic essays. Professors will consider it a trick to complete a word count rather than add value to your work.
Quoting and referencing are a must-have for academic essays, but this rule is about starting your work with a quote from a famous person. First, this trick is so overused that drives professors nuts; and second, they want to hear from you, not Hemingway, Musk, or Obama. It’s your essay, so its tone of voice and personality should be yours.
All they are weak modifiers or redundant – ly adverbs with no meaning. When you need to write a 2,000-word essay, you might fight against the temptation to insert them; but the result will be poor because such words are irrelevant and bring no surplus value to the statements you use in essays. “ Very unique ,” “ really interesting ,” and “ quite enough ” have nothing to do with efficient academic writings.
Most educators ask students to avoid passive voice because this grammar construction 1) weakens wiring and 2) “ lacks explicit reference to who the actor is .” Use active voice to make all statements clear to readers.
When writing essays, let words be your allies. Use those powerful words to communicate your message to admission officers and overtake other students. Be concise, enhance your vocabulary, consider active verbs and clear sentence structure, and do not plagiarize ideas and texts from peers or online sources. Convey your skills and highlight strengths in your academic writings.
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Category: College Essay Tags: college admission , College Essay , Essay , Guest Blog , Guest Post , Lesley Vos
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what about if they essay is about a book?
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Purists may tell you that many of the words in the list below aren't "really" words at all, but that's misleading at best. A few of the words are simply misspellings, and the rest are informal expressions or slang phrases that frequently appear in everyday speech (or vernacular ).
Nevertheless, according to the conventions of Standard English, all 10 of the following words should be avoided in reports, essays, research papers, and all other types of formal writing.
When it comes to college essays, sometimes the words you choose not to write make just as much of an impact as the words you do choose to write.
Readers get bored with seeing the same old clichés and run-on expressions over and over again. And adding in fluffy language or confusing idioms can leave them feeling lost in your words.
So how do you know exactly which words and phrases you should avoid in your writing assignments?
To start, you can seek inspiration from college essays that worked for other students. But ultimately it's nice to have a list of what not to do to help you avoid potential mistakes along the way.
1. contractions.
Contractions may seem informal or lazy to the reader. Take the time to write the full phrase out.
NO: It's been a journey.
YES: It has been a journey.
Idioms can be confusing and are often overused. Clearly state what you mean in your own words.
NO: I thought the fancy-looking house was going to be awesome, but all that glitters is not gold .
YES: Even though I thought the new house was going to be incredible with its fancy appliances and enormous windows, I was proven wrong as the appliances all broke within the first week and the windows all leaked.
Also, phrases that introduce idioms are overused. Avoid using phrases like: You know what they say ... But we all know ... As we've heard over and over again ...
Clichés are so... cliché. Everyone is using them, and the words have lost their power. Choose specific and illustrative examples to use so your essay isn't lumped into a pile with all the essays that use worn-out clichés.
NO: I knew I had to give 110% if I was going to win the race.
YES: I knew I needed to train harder than I ever had before—before school, after school, every weekend—if I was going to win the race.
Phrases like “ Every cloud has a silver lining ” and “ Better late than never ” have no place in a creative and original college essay. This is your chance to paint a complete picture of yourself and your personality. Use descriptive language to let the reader hear your voice in your writing instead of an overused, out-of-date expression.
I hope u r 2 smart to write something like this in a college essay. Abbreviations are not at all acceptable in formal writing such as a college essay.
Also, slang needs to be avoided. Use common language that people of all ages will understand. Remember your audience; you're writing for your professor, not your friends. And tone should reflect that.
NO: The party was lit , and everything was Gucci .
YES: The party was lively, the music was loud and fun, and everyone was having an amazing night.
Use words that show you're capable of a deeper, more thorough understanding of topics. Avoid words that are vague or simple when there is a better way to demonstrate your meaning.
NO: The thing I read showed that the environment is bad .
YES: The article I studied concluded that the environment had been devastated by the recent occurrences of hurricanes and flooding.
If you find yourself using words like thing, stuff, bad, good, shows, and gives , challenge yourself to replace these words with stronger, more descriptive language.
A run-on expression is a phrase, usually at the end of a list, that indicates you could add more examples ( and so on, and so forth, etc. ).
If something needs to be added to your list of examples, add specific examples. Don't add expressions such as etc. and and so on . These are vague and add nothing of substance to your essay.
NO: I love many sports: basketball, baseball, etc.
YES: I love many sports: basketball, baseball, soccer, tennis, and lacrosse.
Increasing your word count by adding filler words will make your essay actually, very, very, very weak.
If you can get rid of a word and it makes no difference to your writing, get rid of it. Or better yet, rephrase it to demonstrate what you truly are trying to convey.
NO: I totally believe that we should actually make the laws much, much more strict very soon.
YES: I believe we should urgently make the laws more strict.
Not everything you write about needs to be about the best or the worst . When you exaggerate in writing, it can come off as being insincere. Words like always and perfect also fall into this category.
NO: My team was the best team ever because we always played well and our shots were always perfect .
YES: My team was gifted at the game and played well. We could make some amazing shots.
Sometimes writers don't even realize they are adding words that aren't needed. Compare these two examples:
NO: She has got four little puppies.
YES: She has four little puppies.
NO: This lotion helps to smooth the skin.
YES: This lotion helps smooth the skin.
Eliminating unnecessary words makes writing more clear and coherent. This is also an easy way to cut down when you're trying meet a word count requirement .
When your college essay draft is complete, make sure to proofread it thoroughly. And have a teacher or talented writer proof it again for you.
Avoid any spelling and grammatical errors, but also avoid fragments and run-on sentences. When it doubt, use an online sentence fragment checker or a grammar checker such as Grammarly to triple-check your work.
When writing, choose your words carefully. Pick the words that will make the greatest impact on your message and keep the reader's attention. Avoid the words and phrases that will make your essay weak and boring.
With careful consideration of your word choices, your essays will stand out for all of the right reasons. You'll be submitting advanced writing assignments that will help you ace your coursework!
Don’t overlook the title and section headers when putting together your next writing assignment. Follow these pointers for keeping your writing organized and effective.
Need a topic for your upcoming argumentative essay? We've got 100 helpful prompts to help you get kickstarted on your next writing assignment.
Your personal statement is arguably the most important part of your college application. Follow these guidelines for an exceptional admissions essay.
Whether in high school or already attending college, you have many academic writing assignments ahead of you. You’ll write research papers, opinion pieces, argumentative essays, lab reports, thesis statements, analyses, and more. Improving your writing is a must if you want to be successful.
When writing an academic paper, you’re expected to use formal, academic language and write well-cited content . There are many words to avoid in academic writing. Follow the writing tips below to figure out which words not to use in a research paper and formal writing.
You should avoid personal pronouns like “I,” “me,” and “my” in almost all academic writing. In most cases, your work will be research- or evidence-based. Inserting yourself reduces your paper’s credibility, as professors want ideas you can source.
Even most opinion pieces should not contain personal pronouns. Again, you’re arguing using research-backed logic, not your personal opinions.
You should also avoid using the word “you” or directly addressing your audience. Instead, use the word “one,” such as, “One must always . . .”
Cliches are phrases that have been so overused that they no longer feel fresh or unique. Some common examples of wordy cliches include “thinking outside the box” and “better safe than sorry.”
When you use a cliche, it makes it hard for your professor to take you seriously. The more cliches you use, the worse it gets. Cliches weaken any research you’ve done and your credibility as a writer.
Cliches often make your essays wordier than it has to be. Look for other ways to get your point across, and try to stick to your own voice as much as possible.
Contractions and abbreviations have their place in writing but never in academic writing. A contraction uses an apostrophe to shorten two words into one word. “Don’t” and “could’ve” are examples of contractions.
Abbreviations are shortened forms of words. Here are a few examples:
Abbreviations are often used to shorten proper nouns and longer words.
Both contractions and abbreviations are informal and don’t fit with academic writing. Even if you have high-quality research and arguments, contractions and abbreviations can take away from the formality of your work. They also disrupt the flow of your writing and make it look clunky.
Weak modifiers and overused adverbs often seem helpful when you’re using them but do nothing to strengthen your points. A modifier is a word, phrase, or clause used to strengthen, clarify, or intensify meaning in a sentence. Weak modifiers do not add to the meaning of a sentence and can even detract from it. Examples include “merely,” “rather,” and “fairly.”
Adverbs modify verbs, adjectives, or other adverbs. Below is a list of words considered overused adverbs:
Professors consider weak modifiers and overused adverbs filler words because they add to the word count but not the meaning. You can often improve a sentence by taking out these words. If the sentence is still lacking in meaning, try a stronger adjective or verb.
Idioms are phrases that have a meaning that can’t be figured out by knowing the meaning of the individual words. Meanings are figurative, not literal. Idioms are usually only understood by members of a certain culture or speakers of a specific language.
Common English examples include:
Idioms are best left to informal writing, as they can take away from the integrity of academic work.
There’s also a chance that a non-English speaker may read your work. While they may understand English, they likely won’t understand all the idioms.
Understanding passive voice can be challenging. In a sentence, you will often have an actor and a receiver of the action. When you make the receiver the subject of a sentence and the actor the object, it doesn’t read well.
Consider these two sentences:
You’ll notice that in the active example, the first person mentioned is the one doing the action. The second person is the one receiving the action. It reads much more clearly than the second example.
It’s crucial to avoid passive voice when possible. You should even try to avoid passive voice in informal writing, as it almost always makes your writing awkward and difficult to read.
Writers use transitional words to move from one idea to another. Some transitional words have a place in writing as they can connect two ideas. Transitional words like “however” serve a purpose in writing.
Some transitional words are unnecessary. Students often think they’re making transitions between ideas or paragraphs but are just adding filler content. Examples of unnecessary transitional words include “in conclusion” and “furthermore.”
When using a transitional word, ask if it’s necessary to understand your thought. If it isn’t, you should take it out.
Colloquial terms are words and phrases that we use in everyday speech. Colloquial terms are often slang words and can overlap with idioms. Words and phrases like “kinda,” “y’all,” and “go nuts” are all colloquialisms.
Colloquialisms take away from the formality of scholarly writing. Your professor may even think you have a poor vocabulary.
For academic writing, stick to academic language. Otherwise, your writing suffers, and you may get lower grades. Don’t forget these writing tips.
To recap, here are some phrases and words to avoid in academic writing:
Before submitting your assignment, check for formatting and do some proofreading. You should also use a plagiarism checker. Even if you didn’t copy, you may sometimes unintentionally plagiarize . Check your school’s style guide because you will probably need to use APA or MLA. Quetext’s software can help you create citations at the click of a button, all for free.
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What this handout is about.
This handout can help you revise your papers for word-level clarity, eliminate wordiness and avoid clichés, find the words that best express your ideas, and choose words that suit an academic audience.
Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it’s time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices. You might ask yourself, “Is this really what I mean?” or “Will readers understand this?” or “Does this sound good?” Finding words that capture your meaning and convey that meaning to your readers is challenging. When your instructors write things like “awkward,” “vague,” or “wordy” on your draft, they are letting you know that they want you to work on word choice. This handout will explain some common issues related to word choice and give you strategies for choosing the best words as you revise your drafts.
As you read further into the handout, keep in mind that it can sometimes take more time to “save” words from your original sentence than to write a brand new sentence to convey the same meaning or idea. Don’t be too attached to what you’ve already written; if you are willing to start a sentence fresh, you may be able to choose words with greater clarity.
For tips on making more substantial revisions, take a look at our handouts on reorganizing drafts and revising drafts .
So: you write a paper that makes perfect sense to you, but it comes back with “awkward” scribbled throughout the margins. Why, you wonder, are instructors so fond of terms like “awkward”? Most instructors use terms like this to draw your attention to sentences they had trouble understanding and to encourage you to rewrite those sentences more clearly.
Difficulties with word choice aren’t the only cause of awkwardness, vagueness, or other problems with clarity. Sometimes a sentence is hard to follow because there is a grammatical problem with it or because of the syntax (the way the words and phrases are put together). Here’s an example: “Having finished with studying, the pizza was quickly eaten.” This sentence isn’t hard to understand because of the words I chose—everybody knows what studying, pizza, and eating are. The problem here is that readers will naturally assume that first bit of the sentence “(Having finished with studying”) goes with the next noun that follows it—which, in this case, is “the pizza”! It doesn’t make a lot of sense to imply that the pizza was studying. What I was actually trying to express was something more like this: “Having finished with studying, the students quickly ate the pizza.” If you have a sentence that has been marked “awkward,” “vague,” or “unclear,” try to think about it from a reader’s point of view—see if you can tell where it changes direction or leaves out important information.
Sometimes, though, problems with clarity are a matter of word choice. See if you recognize any of these issues:
Sometimes the problem isn’t choosing exactly the right word to express an idea—it’s being “wordy,” or using words that your reader may regard as “extra” or inefficient. Take a look at the following list for some examples. On the left are some phrases that use three, four, or more words where fewer will do; on the right are some shorter substitutes:
I came to the realization that | I realized that |
She is of the opinion that | She thinks that |
Concerning the matter of | About |
During the course of | During |
In the event that | If |
In the process of | During, while |
Regardless of the fact that | Although |
Due to the fact that | Because |
In all cases | Always |
At that point in time | Then |
Prior to | Before |
Keep an eye out for wordy constructions in your writing and see if you can replace them with more concise words or phrases.
In academic writing, it’s a good idea to limit your use of clichés. Clichés are catchy little phrases so frequently used that they have become trite, corny, or annoying. They are problematic because their overuse has diminished their impact and because they require several words where just one would do.
The main way to avoid clichés is first to recognize them and then to create shorter, fresher equivalents. Ask yourself if there is one word that means the same thing as the cliché. If there isn’t, can you use two or three words to state the idea your own way? Below you will see five common clichés, with some alternatives to their right. As a challenge, see how many alternatives you can create for the final two examples.
Agree to disagree | Disagree |
Dead as a doornail | Dead |
Last but not least | Last |
Pushing the envelope | Approaching the limit |
Up in the air | Unknown/undecided |
Try these yourself:
Play it by ear | _____?_____ |
Let the cat out of the bag | _____?_____ |
When you choose words to express your ideas, you have to think not only about what makes sense and sounds best to you, but what will make sense and sound best to your readers. Thinking about your audience and their expectations will help you make decisions about word choice.
Some writers think that academic audiences expect them to “sound smart” by using big or technical words. But the most important goal of academic writing is not to sound smart—it is to communicate an argument or information clearly and convincingly. It is true that academic writing has a certain style of its own and that you, as a student, are beginning to learn to read and write in that style. You may find yourself using words and grammatical constructions that you didn’t use in your high school writing. The danger is that if you consciously set out to “sound smart” and use words or structures that are very unfamiliar to you, you may produce sentences that your readers can’t understand.
When writing for your professors, think simplicity. Using simple words does not indicate simple thoughts. In an academic argument paper, what makes the thesis and argument sophisticated are the connections presented in simple, clear language.
Keep in mind, though, that simple and clear doesn’t necessarily mean casual. Most instructors will not be pleased if your paper looks like an instant message or an email to a friend. It’s usually best to avoid slang and colloquialisms. Take a look at this example and ask yourself how a professor would probably respond to it if it were the thesis statement of a paper: “Moulin Rouge really bit because the singing sucked and the costume colors were nasty, KWIM?”
When writing academic papers, it is often helpful to find key terms and use them within your paper as well as in your thesis. This section comments on the crucial difference between repetition and redundancy of terms and works through an example of using key terms in a thesis statement.
These two phenomena are not necessarily the same. Repetition can be a good thing. Sometimes we have to use our key terms several times within a paper, especially in topic sentences. Sometimes there is simply no substitute for the key terms, and selecting a weaker term as a synonym can do more harm than good. Repeating key terms emphasizes important points and signals to the reader that the argument is still being supported. This kind of repetition can give your paper cohesion and is done by conscious choice.
In contrast, if you find yourself frustrated, tiredly repeating the same nouns, verbs, or adjectives, or making the same point over and over, you are probably being redundant. In this case, you are swimming aimlessly around the same points because you have not decided what your argument really is or because you are truly fatigued and clarity escapes you. Refer to the “Strategies” section below for ideas on revising for redundancy.
Writing clear sentences is important throughout your writing. For the purposes of this handout, let’s focus on the thesis statement—one of the most important sentences in academic argument papers. You can apply these ideas to other sentences in your papers.
A common problem with writing good thesis statements is finding the words that best capture both the important elements and the significance of the essay’s argument. It is not always easy to condense several paragraphs or several pages into concise key terms that, when combined in one sentence, can effectively describe the argument.
However, taking the time to find the right words offers writers a significant edge. Concise and appropriate terms will help both the writer and the reader keep track of what the essay will show and how it will show it. Graders, in particular, like to see clearly stated thesis statements. (For more on thesis statements in general, please refer to our handout .)
Example : You’ve been assigned to write an essay that contrasts the river and shore scenes in Mark Twain’s Huckleberry Finn. You work on it for several days, producing three versions of your thesis:
Version 1 : There are many important river and shore scenes in Huckleberry Finn.
Version 2 : The contrasting river and shore scenes in Huckleberry Finn suggest a return to nature.
Version 3 : Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.
Let’s consider the word choice issues in these statements. In Version 1, the word “important”—like “interesting”—is both overused and vague; it suggests that the author has an opinion but gives very little indication about the framework of that opinion. As a result, your reader knows only that you’re going to talk about river and shore scenes, but not what you’re going to say. Version 2 is an improvement: the words “return to nature” give your reader a better idea where the paper is headed. On the other hand, they still do not know how this return to nature is crucial to your understanding of the novel.
Finally, you come up with Version 3, which is a stronger thesis because it offers a sophisticated argument and the key terms used to make this argument are clear. At least three key terms or concepts are evident: the contrast between river and shore scenes, a return to nature, and American democratic ideals.
By itself, a key term is merely a topic—an element of the argument but not the argument itself. The argument, then, becomes clear to the reader through the way in which you combine key terms.
We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.
Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.
Cook, Claire Kehrwald. 1985. Line by Line: How to Improve Your Own Writing . Boston: Houghton Mifflin.
Grossman, Ellie. 1997. The Grammatically Correct Handbook: A Lively and Unorthodox Review of Common English for the Linguistically Challenged . New York: Hyperion.
Houghton Mifflin. 1996. The American Heritage Book of English Usage: A Practical and Authoritative Guide to Contemporary English . Boston: Houghton Mifflin.
O’Conner, Patricia. 2010. Woe Is I: The Grammarphobe’s Guide to Better English in Plain English , 3rd ed. New York: Penguin Publishing Group.
Tarshis, Barry. 1998. How to Be Your Own Best Editor: The Toolkit for Everyone Who Writes . New York: Three Rivers Press.
Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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by Antony W
June 26, 2024
Academic writing is different from creative writing mostly because it’s formal. And although creativity is welcome in essay assignments, there are words and phrases that can cost you important marks if you use them in college assignments.
We know how hard writing essays can be, especially because you don’t have the opportunity to implement the elements of creative writing. Plus, it’s time and energy consuming because you have to do a lot of research, write a working thesis , build an outline, defend arguments , and have an impressive paper at the end of it all.
As challenging as essay writing can be, it’s not impossible. You can take your research and put it on the paper before the deadline elapse. However, the words you use to write is what will count towards enticing (convincing) your readers or boring them altogether.
To be clear, not words are useful in essay writing. While you can use idioms and self-made sayings and quotes in creative writing, essay writing requires a 100% forma approach. That’s why it’s important to avoid these words if you want your essays to read well.
1. contractions .
By definition, contractions are a combination of words linked together with apostrophes. Since they shorten words, contractions tend to lower the number of words in written and spoken communication. As interesting as contractions sound when read verbally, they hardly have a place in formal academic writing. You can use them in college application essays to personalize your application, but they won’t be appropriate for other types of formal essays or research assignments.
Words such as “can’t” and “mustn’t” should not appear in your academic paper, even in the case where you have to write a persuasive essay in your own voice. You should write the words in full instead.
Personal pronouns are okay for college admissions essays, persuasive essay writing, and opinion essays but bad for everything else in academic writing.
Take argumentative essay writing , for example. A writer must academically reflect on arguments that correspond with their opinions and be 100% free from personal feelings. Given that they have to speak facts, which are practically difficult to explain in first person pronouns, you should avoid using words such as “I” and “We” in the essay.
To be clear, academic essays must never sound subjective. An essay that sounds subjective tends to be full of bias and sounds more like a narrative paper. As such you should avoid using personal pronouns in an essay unless otherwise instructed to do so.
People read academic essays because they’re looking for answers to the questions that they have. So asking questions is an essay makes your writing irrelevant to a great degree.
Here’s why:
Every time you ask a rhetorical question in an essay , you shift the burden to answer from the writer (you) to the reader (your audience). Unfortunately, the question itself doesn’t add value because they don’t provide any clue, information, or explanation. Not to mention that they’re so much irritating that they tend to easily draw attention away from the essay.
Keep in mind that what might seem obvious to you won’t be so for someone reading your essay. So instead of filling your writing with questions that will otherwise disinterest your audience, use rhetorical statements.
There’s nothing wrong with starting an essay with a quote provided it’s relevant to the issue under investigation. To make sure your readers understand the quotation, you have to explain what the quote means and its significance in the essay.
You can also end an essay with a quote provided it’s relevant to the topic.
The problem comes in when you don’t know exactly how to use quotes in the essay.
From an academic writing standpoint, you should never include a quote that you’ve made up yourself. If you must include a quote in your work, make sure it’s from a well-known author whose work is academic worthy.
Second, don’t just copy the quotation to your writing. Explain what it is about and demonstrate how it’s significant to the topic you’re investigating. Also, you have to reference the quote so that your professor knows where you found it.
While the idea of using quotes in your work may seem Interesting, it’s best to avoid them entirely. Unless you strongly believe there’s a need to include a quote from Elon Musk, Bill Gates, Donald Trump, Hemingway, or Obama in your work, stick to a tone that presents your personality and thoughts.
You should not use passive voice in an essay for the simple reason that it weakens your writing. Given its kind of grammar construction, passive voice lacks reference to who the subject (or actor) is and can make your content difficult to consume.
Use active voice in essay writing. It will make your statements clear to your reader and therefore make your paper easy and interesting to read.
How often do you mention words such as bad, good, thing, stuff, and big? We believe these are words you use in every day talk. However, they’re not appropriate for essay writing because they tend to make your work sound vague and elementary.
Once you finish writing your essay, re-read it, highlight the most all the inappropriate words or phrases, and then replace them with synonyms and phrases accepted in academic writing.
We can’t deny that jargon, teen speak, and slang have taken root in the society. However, Buzzfeed’s style of writing isn’t something your teachers will appreciate. You need to train yourself to write and speak in a formal language, for the sake of your essay assignment at least. Leave slang to where it belongs and stick to formal writing instead.
Aren’t idioms good for enriching written works? Well, they’re but are too informal to be appropriate in academic writing. Remember, academic writing must be formal. Any idiom you include in the article breaks that rule and ruins your chances of scoring good grades.
About the author
Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.
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To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.
Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.
It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.
If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.
Let’s start by looking at language for general explanations of complex points.
Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”
Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”
Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”
Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”
Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”
Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.
Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”
Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”
Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”
Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”
Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”
Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”
Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”
Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”
Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”
Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.
Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”
When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.
Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”
Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”
Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”
Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”
Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”
Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”
Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”
Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.
Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”
Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”
Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”
Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”
Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”
Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”
Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”
Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.
Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”
Example: “To give an illustration of what I mean, let’s look at the case of…”
When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.
Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”
Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”
Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”
You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.
Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”
Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”
Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”
Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”
Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”
How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.
At Oxford Royale Academy, we offer a number of summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine and engineering .
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Academic essays by adam kissel, words to use, words to avoid.
If your essay responds to a prompt, you are well advised to use the words and ideas in the prompt frequently throughout the essay. This shows that you have thought carefully about the prompt, that you are addressing it directly, and that you did not plagiarize. If there is no prompt, give your essay unity by continuing to use words that express the thesis.
Here are several words you should seldom use in academic essays, although they might be perfectly acceptable in certain contexts and in other kinds of essays:
(1) "totalizing" words such as always, never, everyone, all, every, everywhere, totally, absolutely , and so on. These words are hard to defend, because your readers tend to be good at finding exceptions.
(2) "conversational" words and phrases such as you know , I feel that, I'm trying to, what's up with , and so on. This guideline includes almost all slang and almost all contractions. Note, however, that an essay should sound "smooth" when it is read aloud.
(3) "judgmental" words such as stupid, dumb, awful, terrible, great, amazing , and so on, unless you explicitly defend your judgment. Some demeaning words such as dumb can almost always be specified better by using a less demeaning, more precise word.
(4) socially or culturally "unacceptable" words. In some settings, calling an adult female a "girl" is appropriate, but in other settings it is inappropriate. Context often makes all the difference. Writers of academic essays are often taught to write in "gender neutral" terms whenever there is no reason to write about males or females in particular, and more and more readers are requiring that this norm be followed.
(5) Recognize that your words can have ideological meanings that please or anger your readers: the rise of the term "Democrat Party" in place of "Democratic Party" might tempt you to write "Democrat Party" in an essay about politics, but this trend has been limited mainly to political conservatives, so your use of the term will go over very differently with different readers. Whenever there is a genuine question about what is appropriate, choose the less controversial term. An academic essay about something else is not the place to fight an unrelated social or political battle, tempting as it may be.
The section "Five Ways to Turn Off the Reader" under "What Makes a Good Essay?" gives further advice.
If you’re a student, you’ve heard about a formal essay: a factual, research-based paper written in 3rd person. Most students have to produce dozens of them during their educational career.
Writing a formal essay may not be the easiest task. But fear not: our custom-writing team is here to guide you through the process. This article will:
A formal essay is a well-structured piece of writing with a clear introduction, body, and conclusion. This type of essay often includes cited research, uses an academic tone, and is written in 3rd person. While writing a formal essay, it’s necessary to back up your arguments with factual evidence.
Essays come in two formats: formal and informal (also known as personal .) They differ in terms of style and context. You can choose one of the formats depending on the situation and the type of paper you need to write.
Don’t know how to tell the difference between them? Well, here are some key characteristics of these essay types:
Characteristics | Informal essay | Formal essay |
---|---|---|
Usually, the purpose of an informal essay is to share opinions or to entertain the reader. | A formal essay aims to critically analyze facts, details, and ideas to prove a point. | |
Addresses the reader directly and uses 1st-person pronouns. | Uses 3rd-person pronouns and doesn’t address the reader. | |
Expresses the writer’s thoughts and opinions and tends to be more subjective. | Strives to be objective and uses arguments to support its ideas. | |
Doesn’t have to be as structured as a formal essay. | Should be well-structured and logical. | |
The thesis may be stated in any part of the work or not explicitly stated at all. | The thesis is clearly stated and located in the essay’s first paragraph. | |
Uses everyday language, slang, 1st- and 2nd-person pronouns such as “I,” “you,” and “me.” | Uses jargon and avoids using slang and 1st- or 2nd-person pronouns. |
As you can see, these types of writing are almost total opposites. Informal essays are only reserved for creative assignments, which means that most of the papers you write need to be formal.
Our article on creative essays can help you write an informal paper. But how do you craft a perfect formal essay? Keep reading to find out.
Traditionally, a formal essay it’s composed of 3 sections: an introduction, 3 or more body paragraphs, and a conclusion. Let’s examine each part in detail.
The introduction is what your essay starts with. Its primary goal is to catch the reader’s attention with a hook, briefly introduce the topic, and lead toward the thesis statement located at the end of the first paragraph.
Here is what you might want to keep in mind while writing the introduction:
✔️ | It should be related to the topic and give the reader an overall idea of the paper. |
✔️ | It’s good to start your introduction with a quotation, an interesting fact, or a statistic. |
❌ | Try not to make the introduction too far-fetched or in-your-face. |
❌ | Avoid using questions in an introduction of a formal essay. |
If you want some more inspiration for your introduction, check out our article on hooks in writing .
Now on to the thesis statement : the key idea of your essay. When working on it, keep in mind that it should answer the central question in your topic and reflect your essay’s overall structure. your essay’s overall structure.
Suppose your topic is related to the teaching methods involving poetry. In that case, the thesis statement can be like this:
Teaching methods that involve reading and writing poetry in elementary school are beneficial for children as they enhance their capacity for empathy, develop creativity, and help with self-realization.
The next part of an essay is the main body paragraphs. They support the thesis statement with well-developed arguments and explore the topic in-depth. Each body paragraph starts with a topic sentence stating its main point. The length of a paragraph can vary, but the best option is to have between 4 and 7 sentences.
To make the text flow easily, you may use transitional words. Here are some examples:
Lastly, every essay needs closure. A good conclusion summarizes the essay’s main ideas, includes a paraphrased thesis, and encourages the readers to think more about the topic.
The structure of a conclusion may change slightly depending on the subject. For instance, it can suggest some solutions to a problem, express an opinion, or give a recommendation. It’s important to remember that the conclusion is a part that emphasizes your essay’s most important points and doesn’t introduce new information.
If you’re curious about writing each essay part, check out our article on 5-paragraph essays .
Just like choosing the proper attire to wear to a formal event, we need to use the right words while writing a formal essay. Here are some suggestions that can help you maintain a formal tone in your paper:
Dos of formal writing
Don’ts of formal writing
A contraction is usually a combination of two words into one, such as “don’t,” “isn’t,” “can’t,” and “wouldn’t.” When you work on a formal essay, it’s essential to be careful about contractions. It’s inappropriate to use them in academic writing, so it’s best to stick to the full variant.
However, there are exceptions to this rule. For instance, when working with direct quotations, it’s essential to reproduce words exactly as they are used in the original. To learn more about it, be sure to check out the University of North Florida’s article on in-text citations .
Another common mistake students make is using the “you” and “yours” pronouns to address the readers. This mistake can make the essay overly informal and lead to misinterpretations of the text.
How do you fix it? Our advice is to replace 2nd-person pronouns with the following words:
You can find more formal writing tips in this informative video from Smrt English:
Now that we’ve discussed formal essay writing in detail, it’s time to look at the formatting. A formal essay is usually written in MLA or APA formats. If you’re asked to write a paper in one of these formats, you may find the guidelines below helpful:
MLA | APA | |
---|---|---|
Write your name, the instructor’s name, your class, and the date in the upper left corner of the 1st page. Make the title centered and place it after the heading information in the same font as the rest of your paper. | Create a separate . Make your title centered and written in boldface. Add your name, instructor’s name, school affiliation, and date. | |
Write your last name and the number of each page in the upper right corner. | Write the number of each page in the upper right corner. | |
Use 12-point Times New Roman font. | ||
Make your essay double-spaced without extra spacing between the paragraphs. | ||
Add a 1-inch margin on each side of the page. | ||
Make the 1st line of each paragraph indented 1/5 inch. | ||
Line up your text flush against the left margin. |
Here is an excellent sample of a formal essay that uses all the guidelines mentioned in this article. It will help you to produce a perfect paper of your own:
Title | Adverse effects of sponsorship in the sports industry |
---|---|
Sponsorship plays a significant role in the sports industry these days. Many sports associations, football leagues, and clubs are entering partnerships with famous brands. However, it does not mean that all sponsorship has a good impact. This essay argues that a questionable sponsorship may undermine the image of a sport or a team and adversely influence the viewers. | |
Important sports events such as FIFA or The Olympic Games are sponsored by brands such as Coca-Cola, McDonald’s, Cadbury’s, and Budweiser. These are also brands that promote unhealthy lifestyles and foods that lack nutritional value and have high levels of salt, sugar, and saturated fats. Such kind of sponsorship aims to obtain a favorable change in the attitude toward the brand itself by connecting it with sport and a healthy lifestyle. | |
While alcohol and junk food brands link themselves to sports bodies and active lifestyles, their main targets are children and sports fans. The growing popularity of products high in saturated fat, salt, and sugar, including potato chips, sugary drinks, and confectionary, results in them being not simply a treat but a daily staple for many people. It creates various health issues, such as obesity, diabetes, and tooth decay. | |
Finally, an association with a widely criticized brand is likely to damage the reputation of a team or even a sport itself (Crompton, 2014). People tend to expect their favorite teams to partner with fair, responsible sponsors. If the partnership is questionable, the fans may think that the sports body compromised their virtue for profit. | |
To sum up, some kinds of sponsorship, such as alcohol or junk food, may use the sport’s image to attract more people and increase sales. It leads to the excessive consumption of sponsored products by children and teenagers and causes various health issues. It is also likely to affect the public image of a sports body. |
For more information, check out Purdue OWL’s resources on various formatting styles .
Thanks for reading through this guide! We hope that you found it helpful and now have a better idea of how to write an excellent formal essay. Don’t hesitate to share our article with a friend who may need it. Good luck!
Further reading:
It’s best not to use pronouns such as “I,” “my,” “we,” “our,” etc., in a formal essay since it give the paper an informal tone and the text becomes wordy. It also makes the writer seem less sure about their ideas.
It’s better to avoid using parentheses and dashes in formal academic writing. If the information you want to include in the essay is important enough, it should be a part of the sentence. Otherwise, you can simply omit it.
The formal and informal essays differ in style and context. While a formal essay is a piece of well-structured writing that tries to convince the reader by providing arguments, an informal essay has no set structure. It reflects the author’s personal thoughts or opinions.
Starting your sentence with “because” in formal writing is not the best idea. The word “because” is a subordinate conjunction, which means it’s used to join the main clause to a subordinate clause, not to start a sentence.
It’s best to avoid using 1st- and 2nd-person pronouns, slang expressions, nonstandard diction, and contractions in a formal essay. They are primarily used in daily speech and are considered inappropriate in academic writing.
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By Hannah Yang
Words to use in the essay introduction, words to use in the body of the essay, words to use in your essay conclusion, how to improve your essay writing vocabulary.
It’s not easy to write an academic essay .
Many students struggle to word their arguments in a logical and concise way.
To make matters worse, academic essays need to adhere to a certain level of formality, so we can’t always use the same word choices in essay writing that we would use in daily life.
If you’re struggling to choose the right words for your essay, don’t worry—you’ve come to the right place!
In this article, we’ve compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay.
The introduction is one of the hardest parts of an essay to write.
You have only one chance to make a first impression, and you want to hook your reader. If the introduction isn’t effective, the reader might not even bother to read the rest of the essay.
That’s why it’s important to be thoughtful and deliberate with the words you choose at the beginning of your essay.
Many students use a quote in the introductory paragraph to establish credibility and set the tone for the rest of the essay.
When you’re referencing another author or speaker, try using some of these phrases:
To use the words of X
According to X
As X states
Example: To use the words of Hillary Clinton, “You cannot have maternal health without reproductive health.”
Near the end of the introduction, you should state the thesis to explain the central point of your paper.
If you’re not sure how to introduce your thesis, try using some of these phrases:
In this essay, I will…
The purpose of this essay…
This essay discusses…
In this paper, I put forward the claim that…
There are three main arguments for…
Example: In this essay, I will explain why dress codes in public schools are detrimental to students.
After you’ve stated your thesis, it’s time to start presenting the arguments you’ll use to back up that central idea.
When you’re introducing the first of a series of arguments, you can use the following words:
First and foremost
First of all
To begin with
Example: First , consider the effects that this new social security policy would have on low-income taxpayers.
All these words and phrases will help you create a more successful introduction and convince your audience to read on.
The body of your essay is where you’ll explain your core arguments and present your evidence.
It’s important to choose words and phrases for the body of your essay that will help the reader understand your position and convince them you’ve done your research.
Let’s look at some different types of words and phrases that you can use in the body of your essay, as well as some examples of what these words look like in a sentence.
Transitioning from one argument to another is crucial for a good essay.
It’s important to guide your reader from one idea to the next so they don’t get lost or feel like you’re jumping around at random.
Transition phrases and linking words show your reader you’re about to move from one argument to the next, smoothing out their reading experience. They also make your writing look more professional.
The simplest transition involves moving from one idea to a separate one that supports the same overall argument. Try using these phrases when you want to introduce a second correlating idea:
Additionally
In addition
Furthermore
Another key thing to remember
In the same way
Correspondingly
Example: Additionally , public parks increase property value because home buyers prefer houses that are located close to green, open spaces.
Another type of transition involves restating. It’s often useful to restate complex ideas in simpler terms to help the reader digest them. When you’re restating an idea, you can use the following words:
In other words
To put it another way
That is to say
To put it more simply
Example: “The research showed that 53% of students surveyed expressed a mild or strong preference for more on-campus housing. In other words , over half the students wanted more dormitory options.”
Often, you’ll need to provide examples to illustrate your point more clearly for the reader. When you’re about to give an example of something you just said, you can use the following words:
For instance
To give an illustration of
To exemplify
To demonstrate
As evidence
Example: Humans have long tried to exert control over our natural environment. For instance , engineers reversed the Chicago River in 1900, causing it to permanently flow backward.
Sometimes, you’ll need to explain the impact or consequence of something you’ve just said.
When you’re drawing a conclusion from evidence you’ve presented, try using the following words:
As a result
Accordingly
As you can see
This suggests that
It follows that
It can be seen that
For this reason
For all of those reasons
Consequently
Example: “There wasn’t enough government funding to support the rest of the physics experiment. Thus , the team was forced to shut down their experiment in 1996.”
When introducing an idea that bolsters one you’ve already stated, or adds another important aspect to that same argument, you can use the following words:
What’s more
Not only…but also
Not to mention
To say nothing of
Another key point
Example: The volcanic eruption disrupted hundreds of thousands of people. Moreover , it impacted the local flora and fauna as well, causing nearly a hundred species to go extinct.
Often, you'll want to present two sides of the same argument. When you need to compare and contrast ideas, you can use the following words:
On the one hand / on the other hand
Alternatively
In contrast to
On the contrary
By contrast
In comparison
Example: On the one hand , the Black Death was undoubtedly a tragedy because it killed millions of Europeans. On the other hand , it created better living conditions for the peasants who survived.
Finally, when you’re introducing a new angle that contradicts your previous idea, you can use the following phrases:
Having said that
Differing from
In spite of
With this in mind
Provided that
Nevertheless
Nonetheless
Notwithstanding
Example: Shakespearean plays are classic works of literature that have stood the test of time. Having said that , I would argue that Shakespeare isn’t the most accessible form of literature to teach students in the twenty-first century.
Good essays include multiple types of logic. You can use a combination of the transitions above to create a strong, clear structure throughout the body of your essay.
Verbs are especially important for writing clear essays. Often, you can convey a nuanced meaning simply by choosing the right verb.
You should use strong verbs that are precise and dynamic. Whenever possible, you should use an unambiguous verb, rather than a generic verb.
For example, alter and fluctuate are stronger verbs than change , because they give the reader more descriptive detail.
Here are some useful verbs that will help make your essay shine.
Verbs that show change:
Accommodate
Verbs that relate to causing or impacting something:
Verbs that show increase:
Verbs that show decrease:
Deteriorate
Verbs that relate to parts of a whole:
Comprises of
Is composed of
Constitutes
Encompasses
Incorporates
Verbs that show a negative stance:
Misconstrue
Verbs that show a positive stance:
Substantiate
Verbs that relate to drawing conclusions from evidence:
Corroborate
Demonstrate
Verbs that relate to thinking and analysis:
Contemplate
Hypothesize
Investigate
Verbs that relate to showing information in a visual format:
You should use adjectives and adverbs more sparingly than verbs when writing essays, since they sometimes add unnecessary fluff to sentences.
However, choosing the right adjectives and adverbs can help add detail and sophistication to your essay.
Sometimes you'll need to use an adjective to show that a finding or argument is useful and should be taken seriously. Here are some adjectives that create positive emphasis:
Significant
Other times, you'll need to use an adjective to show that a finding or argument is harmful or ineffective. Here are some adjectives that create a negative emphasis:
Controversial
Insignificant
Questionable
Unnecessary
Unrealistic
Finally, you might need to use an adverb to lend nuance to a sentence, or to express a specific degree of certainty. Here are some examples of adverbs that are often used in essays:
Comprehensively
Exhaustively
Extensively
Respectively
Surprisingly
Using these words will help you successfully convey the key points you want to express. Once you’ve nailed the body of your essay, it’s time to move on to the conclusion.
The conclusion of your paper is important for synthesizing the arguments you’ve laid out and restating your thesis.
In your concluding paragraph, try using some of these essay words:
In conclusion
To summarize
In a nutshell
Given the above
As described
All things considered
Example: In conclusion , it’s imperative that we take action to address climate change before we lose our coral reefs forever.
In addition to simply summarizing the key points from the body of your essay, you should also add some final takeaways. Give the reader your final opinion and a bit of a food for thought.
To place emphasis on a certain point or a key fact, use these essay words:
Unquestionably
Undoubtedly
Particularly
Importantly
Conclusively
It should be noted
On the whole
Example: Ada Lovelace is unquestionably a powerful role model for young girls around the world, and more of our public school curricula should include her as a historical figure.
These concluding phrases will help you finish writing your essay in a strong, confident way.
There are many useful essay words out there that we didn't include in this article, because they are specific to certain topics.
If you're writing about biology, for example, you will need to use different terminology than if you're writing about literature.
So how do you improve your vocabulary skills?
The vocabulary you use in your academic writing is a toolkit you can build up over time, as long as you take the time to learn new words.
One way to increase your vocabulary is by looking up words you don’t know when you’re reading.
Try reading more books and academic articles in the field you’re writing about and jotting down all the new words you find. You can use these words to bolster your own essays.
You can also consult a dictionary or a thesaurus. When you’re using a word you’re not confident about, researching its meaning and common synonyms can help you make sure it belongs in your essay.
Don't be afraid of using simpler words. Good essay writing boils down to choosing the best word to convey what you need to say, not the fanciest word possible.
Finally, you can use ProWritingAid’s synonym tool or essay checker to find more precise and sophisticated vocabulary. Click on weak words in your essay to find stronger alternatives.
There you have it: our compilation of the best words and phrases to use in your next essay . Good luck!
ProWritingAid will help you improve the style, strength, and clarity of all your assignments.
Hannah Yang is a speculative fiction writer who writes about all things strange and surreal. Her work has appeared in Analog Science Fiction, Apex Magazine, The Dark, and elsewhere, and two of her stories have been finalists for the Locus Award. Her favorite hobbies include watercolor painting, playing guitar, and rock climbing. You can follow her work on hannahyang.com, or subscribe to her newsletter for publication updates.
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Use this comprehensive list of words to use in essays to elevate your writing. Make an impression and score higher grades with this guide!
Words play a fundamental role in the domain of essay writing, as they have the power to shape ideas, influence readers, and convey messages with precision and impact. Choosing the right words to use in essays is not merely a matter of filling pages, but rather a deliberate process aimed at enhancing the quality of the writing and effectively communicating complex ideas. In this article, we will explore the importance of selecting appropriate words for essays and provide valuable insights into the types of words that can elevate the essay to new heights.
Using a wide range of words can make your essay stronger and more impressive. With the incorporation of carefully chosen words that communicate complex ideas with precision and eloquence, the writer can elevate the quality of their essay and captivate readers.
This list serves as an introduction to a range of impactful words that can be integrated into writing, enabling the writer to express thoughts with depth and clarity.
Significantly
Furthermore
Nonetheless
Nevertheless
Consequently
Accordingly
Subsequently
In contrast
Alternatively
Implications
Substantially
Transition words and phrases are essential linguistic tools that connect ideas, sentences, and paragraphs within a text. They work like bridges, facilitating the transitions between different parts of an essay or any other written work. These transitional elements conduct the flow and coherence of the writing, making it easier for readers to follow the author’s train of thought.
Here are some examples of common transition words and phrases:
Furthermore: Additionally; moreover.
However: Nevertheless; on the other hand.
In contrast: On the contrary; conversely.
Therefore: Consequently; as a result.
Similarly: Likewise; in the same way.
Moreover: Furthermore; besides.
In addition: Additionally; also.
Nonetheless: Nevertheless; regardless.
Nevertheless: However; even so.
On the other hand: Conversely; in contrast.
These are just a few examples of the many transition words and phrases available. They help create coherence, improve the organization of ideas, and guide readers through the logical progression of the text. When used effectively, transition words and phrases can significantly guide clarity for writing.
Strong verbs are an essential component of academic writing as they add precision, clarity, and impact to sentences. They convey actions, intentions, and outcomes in a more powerful and concise manner. Here are some examples of strong verbs commonly used in academic writing:
Analyze: Examine in detail to understand the components or structure.
Critique: Assess or evaluate the strengths and weaknesses.
Demonstrate: Show the evidence to support a claim or argument.
Illuminate: Clarify or make something clearer.
Explicate: Explain in detail a thorough interpretation.
Synthesize: Combine or integrate information to create a new understanding.
Propose: Put forward or suggest a theory, idea, or solution.
Refute: Disprove or argue against a claim or viewpoint.
Validate: Confirm or prove the accuracy or validity of something.
Advocate: Support or argue in favor of a particular position or viewpoint.
Useful adjectives and adverbs are valuable tools in academic writing as they enhance the description, precision, and depth of arguments and analysis. They provide specific details, emphasize key points, and add nuance to writing. Here are some examples of useful adjectives and adverbs commonly used in academic essays:
Comprehensive: Covering all aspects or elements; thorough.
Crucial: Extremely important or essential.
Prominent: Well-known or widely recognized; notable.
Substantial: Considerable in size, extent, or importance.
Valid: Well-founded or logically sound; acceptable or authoritative.
Effectively: In a manner that produces the desired result or outcome.
Significantly: To a considerable extent or degree; notably.
Consequently: As a result or effect of something.
Precisely: Exactly or accurately; with great attention to detail.
Critically: In a careful and analytical manner; with careful evaluation or assessment.
The words used in the essay introduction play a crucial role in capturing the reader’s attention and setting the tone for the rest of the essay. They should be engaging, informative, and persuasive. Here are some examples of words that can be effectively used in the essay introduction:
Intriguing: A word that sparks curiosity and captures the reader’s interest from the beginning.
Compelling: Conveys the idea that the topic is interesting and worth exploring further.
Provocative: Creates a sense of controversy or thought-provoking ideas.
Insightful: Suggests that the essay will produce valuable and thought-provoking insights.
Startling: Indicates that the essay will present surprising or unexpected information or perspectives.
Relevant: Emphasizes the significance of the topic and its connection to broader issues or current events.
Timely: Indicates that the essay addresses a subject of current relevance or importance.
Thoughtful: Implies that the essay will offer well-considered and carefully developed arguments.
Persuasive: Suggests that the essay will present compelling arguments to convince the reader.
Captivating: Indicates that the essay will hold the reader’s attention and be engaging throughout.
The words used in the body of the essay are essential for effectively conveying ideas, providing evidence, and developing arguments. They should be clear, precise, and demonstrate a strong command of the subject matter. Here are some examples of words that can be used in the body of the essay:
Evidence: When presenting supporting information or data, words such as “data,” “research,” “studies,” “findings,” “examples,” or “statistics” can be used to strengthen arguments.
Analysis: To discuss and interpret the evidence, words like “analyze,” “examine,” “explore,” “interpret,” or “assess” can be employed to demonstrate a critical evaluation of the topic.
Comparison: When drawing comparisons or making contrasts, words like “similarly,” “likewise,” “in contrast,” “on the other hand,” or “conversely” can be used to highlight similarities or differences.
Cause and effect: To explain the relationship between causes and consequences, words such as “because,” “due to,” “leads to,” “results in,” or “causes” can be utilized.
Sequence: When discussing a series of events or steps, words like “first,” “next,” “then,” “finally,” “subsequently,” or “consequently” can be used to indicate the order or progression.
Emphasis: To emphasize a particular point or idea, words such as “notably,” “significantly,” “crucially,” “importantly,” or “remarkably” can be employed.
Clarification: When providing further clarification or elaboration, words like “specifically,” “in other words,” “for instance,” “to illustrate,” or “to clarify” can be used.
Integration: To show the relationship between different ideas or concepts, words such as “moreover,” “furthermore,” “additionally,” “likewise,” or “similarly” can be utilized.
Conclusion: When summarizing or drawing conclusions, words like “in conclusion,” “to summarize,” “overall,” “in summary,” or “to conclude” can be employed to wrap up ideas.
Remember to use these words appropriately and contextually, ensuring they strengthen the coherence and flow of arguments. They should serve as effective transitions and connectors between ideas, enhancing the overall clarity and persuasiveness of the essay.
The words used in the essay conclusion are crucial for effectively summarizing the main points, reinforcing arguments, and leaving a lasting impression on the reader. They should bring a sense of closure to the essay while highlighting the significance of ideas. Here are some examples of words that can be used in the essay conclusion:
Summary: To summarize the main points, these words can be used “in summary,” “to sum up,” “in conclusion,” “to recap,” or “overall.”
Reinforcement: To reinforce arguments and emphasize their importance, words such as “crucial,” “essential,” “significant,” “noteworthy,” or “compelling” can be employed.
Implication: To discuss the broader implications of ideas or findings, words like “consequently,” “therefore,” “thus,” “hence,” or “as a result” can be utilized.
Call to action: If applicable, words that encourage further action or reflection can be used, such as “we must,” “it is essential to,” “let us consider,” or “we should.”
Future perspective: To discuss future possibilities or developments related to the topic, words like “potential,” “future research,” “emerging trends,” or “further investigation” can be employed.
Reflection: To reflect on the significance or impact of arguments, words such as “profound,” “notable,” “thought-provoking,” “transformative,” or “perspective-shifting” can be used.
Final thought: To leave a lasting impression, words or phrases that summarize the main idea or evoke a sense of thoughtfulness can be used, such as “food for thought,” “in light of this,” “to ponder,” or “to consider.”
Improving essay writing vocabulary is essential for effectively expressing ideas, demonstrating a strong command of the language, and engaging readers. Here are some strategies to enhance the essay writing vocabulary:
When writing an essay and wanting to add additional information to support a point, you can use various transitional words and phrases. Here are some examples:
Furthermore: Add more information or evidence to support the previous point.
Additionally: Indicates an additional supporting idea or evidence.
Moreover: Emphasizes the importance or significance of the added information.
In addition: Signals the inclusion of another supporting detail.
Furthermore, it is important to note: Introduces an additional aspect or consideration related to the topic.
Not only that, but also: Highlights an additional point that strengthens the argument.
Equally important: Emphasizes the equal significance of the added information.
Another key point: Introduces another important supporting idea.
It is worth noting: Draws attention to a noteworthy detail that supports the point being made.
Additionally, it is essential to consider: Indicates the need to consider another aspect or perspective.
Using these transitional words and phrases will help you seamlessly integrate additional information into your essay, enhancing the clarity and persuasiveness of your arguments.
When crafting an essay, it is crucial to effectively showcase contrast, enabling the presentation of opposing ideas or the highlighting of differences between concepts. The adept use of suitable words and phrases allows for the clear communication of contrast, bolstering the strength of arguments. Consider the following examples of commonly employed words and phrases to illustrate the contrast in essays:
However: e.g., “The experiment yielded promising results; however, further analysis is needed to draw conclusive findings.”
On the other hand: e.g., “Some argue for stricter gun control laws, while others, on the other hand, advocate for individual rights to bear arms.”
Conversely: e.g., “While the study suggests a positive correlation between exercise and weight loss, conversely, other research indicates that diet plays a more significant role.”
Nevertheless: e.g., “The data shows a decline in crime rates; nevertheless, public safety remains a concern for many citizens.”
In contrast: e.g., “The economic policies of Country A focus on free-market principles. In contrast, Country B implements more interventionist measures.”
Despite: e.g., “Despite the initial setbacks, the team persevered and ultimately achieved success.”
Although: e.g., “Although the participants had varying levels of experience, they all completed the task successfully.”
While: e.g., “While some argue for stricter regulations, others contend that personal responsibility should prevail.”
When writing an essay and providing examples to illustrate your points, you can use a variety of words and phrases to introduce those examples. Here are some examples:
For instance: Introduces a specific example to support or illustrate your point.
For example: Give an example to clarify or demonstrate your argument.
Such as: Indicates that you are providing a specific example or examples.
To illustrate: Signals that you are using an example to explain or emphasize your point.
One example is: Introduces a specific instance that exemplifies your argument.
In particular: Highlights a specific example that is especially relevant to your point.
As an illustration: Introduces an example that serves as a visual or concrete representation of your point.
A case in point: Highlights a specific example that serves as evidence or proof of your argument.
To demonstrate: Indicates that you are providing an example to show or prove your point.
To exemplify: Signals that you are using an example to illustrate or clarify your argument.
Using these words and phrases will help you effectively incorporate examples into your essay, making your arguments more persuasive and relatable. Remember to give clear and concise examples that directly support your main points.
When writing an essay and wanting to signify the importance of a particular point or idea, you can use various words and phrases to convey this emphasis. Here are some examples:
Crucially: Indicates that the point being made is of critical importance.
Significantly: Highlights the importance or significance of the idea or information.
Importantly: Draws attention to the crucial nature of the point being discussed.
Notably: Emphasizes that the information or idea is particularly worthy of attention.
It is vital to note: Indicates that the point being made is essential and should be acknowledged.
It should be emphasized: Draws attention to the need to give special importance or focus to the point being made.
A key consideration is: Highlight that the particular idea or information is a central aspect of the discussion.
It is critical to recognize: Emphasizes that the understanding or acknowledgment of the point is crucial.
Using these words and phrases will help you convey the importance and significance of specific points or ideas in your essay, ensuring that readers recognize their significance and impact on the overall argument.
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Published on May 29, 2020 by Jack Caulfield . Revised on August 23, 2023.
Transition words and phrases (also called linking words, connecting words, or transitional words) are used to link together different ideas in your text. They help the reader to follow your arguments by expressing the relationships between different sentences or parts of a sentence.
The proposed solution to the problem did not work. Therefore , we attempted a second solution. However , this solution was also unsuccessful.
For clear writing, it’s essential to understand the meaning of transition words and use them correctly.
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When and how to use transition words, types and examples of transition words, common mistakes with transition words, other interesting articles.
Transition words commonly appear at the start of a new sentence or clause (followed by a comma ), serving to express how this clause relates to the previous one.
Transition words can also appear in the middle of a clause. It’s important to place them correctly to convey the meaning you intend.
The text below describes all the events it needs to, but it does not use any transition words to connect them. Because of this, it’s not clear exactly how these different events are related or what point the author is making by telling us about them.
If we add some transition words at appropriate moments, the text reads more smoothly and the relationship among the events described becomes clearer.
Germany invaded Poland on September 1, 1939. Consequently , France and the United Kingdom declared war on Germany. The Soviet Union initially worked with Germany in order to partition Poland. However , Germany invaded the Soviet Union in 1941.
While transition words are essential to clear writing, it’s possible to use too many of them. Consider the following example, in which the overuse of linking words slows down the text and makes it feel repetitive.
In this case the best way to fix the problem is to simplify the text so that fewer linking words are needed.
The key to using transition words effectively is striking the right balance. It is difficult to follow the logic of a text with no transition words, but a text where every sentence begins with a transition word can feel over-explained.
Use the best grammar checker available to check for common mistakes in your text.
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There are four main types of transition word: additive, adversative, causal, and sequential. Within each category, words are divided into several more specific functions.
Remember that transition words with similar meanings are not necessarily interchangeable. It’s important to understand the meaning of all the transition words you use. If unsure, consult a dictionary to find the precise definition.
Additive transition words introduce new information or examples. They can be used to expand upon, compare with, or clarify the preceding text.
Function | Example sentence | Transition words and phrases |
---|---|---|
Addition | We found that the mixture was effective. , it appeared to have additional effects we had not predicted. | indeed, furthermore, moreover, additionally, and, also, both and , not only but also , , in fact |
Introduction | Several researchers have previously explored this topic. , Smith (2014) examined the effects of … | such as, like, particularly, including, as an illustration, for example, for instance, in particular, to illustrate, especially, notably |
Reference | The solution showed a high degree of absorption. , it is reasonable to conclude that … | considering , regarding , in regard to , as for , concerning , the fact that , on the subject of |
Similarity | It was not possible to establish a correlation between these variables. , the connection between and remains unclear … | similarly, in the same way, by the same token, in like manner, equally, likewise |
Clarification | The patient suffered several side effects, increased appetite, decreased libido, and disordered sleep. | that is (to say), namely, specifically, more precisely, in other words |
Adversative transition words always signal a contrast of some kind. They can be used to introduce information that disagrees or contrasts with the preceding text.
Function | Example sentence | Transition words and phrases |
---|---|---|
Conflict | The novel does deal with the theme of family. , its central theme is more broadly political … | but, however, although, though, equally, by way of contrast, while, on the other hand, (and) yet, whereas, in contrast, (when) in fact, conversely, whereas |
Concession | Jones (2011) argues that the novel reflects Russian politics of the time. this is correct, other aspects of the text must also be considered. | even so, nonetheless, nevertheless, even though, on the other hand, admittedly, despite , notwithstanding , (and) still, although, , regardless (of ), (and) yet, though, granted |
Dismissal | It remains unclear which of these hypotheses is correct. , it can be inferred that … | regardless, either way, whatever the case, in any/either event, in any/either case, at any rate, all the same |
Emphasis | The chemical is generally thought to have corrosive properties. , several studies have supported this hypothesis. | above all, indeed, more/most importantly |
Replacement | The character of Godfrey is often viewed as selfish, self-absorbed. | (or) at least, (or) rather, instead, or (perhaps) even, if not |
Causal transition words are used to describe cause and effect. They can be used to express purpose, consequence, and condition.
Function | Example sentence | Transition words and phrases |
---|---|---|
Consequence | Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. | therefore, because (of ), as a result (of ), for this reason, in view of , as, owing to x, due to (the fact that), since, consequently, in consequence, as a consequence, hence, thus, so (that), accordingly, so much (so) that, under the/such circumstances, if so |
Condition | We qualified survey responses as positive the participant selected “agree” or “strongly agree.” , results were recorded as negative. | (even/only) if/when, on (the) condition that, in the case that, granted (that), provided/providing that, in case, in the event that, as/so long as, unless, given that, being that, inasmuch/insofar as, in that case, in (all) other cases, if so/not, otherwise |
Purpose | We used accurate recording equipment our results would be as precise as possible. | to, in order to/that, for the purpose of, in the hope that, so that, to the end that, lest, with this in mind, so as to, so that, to ensure (that) |
Sequential transition words indicate a sequence, whether it’s the order in which events occurred chronologically or the order you’re presenting them in your text. They can be used for signposting in academic texts.
Function | Example sentence | Transition words and phrases |
---|---|---|
Enumeration | This has historically had several consequences: , the conflict is not given the weight of other conflicts in historical narratives. , its causes are inadequately understood. , … | first, second, third… |
Initiation | , I want to consider the role played by women in this period. | in the first place, initially, first of all, to begin with, at first |
Continuation | , I discuss the way in which the country’s various ethnic minorities were affected by the conflict. | subsequently, previously, eventually, next, before , afterwards, after , then |
Conclusion | , I consider these two themes in combination. | to conclude (with), as a final point, eventually, at last, last but not least, finally, lastly |
Resumption | my main argument, it is clear that … | to return/returning to , to resume, at any rate |
Summation | Patel (2015) comes to a similar conclusion. , the four studies considered here suggest a consensus that the solution is effective. | as previously stated/mentioned, in summary, as I have argued, overall, as has been mentioned, to summarize, briefly, given these points, in view of , as has been noted, in conclusion, in sum, altogether, in short |
Transition words are often used incorrectly. Make sure you understand the proper usage of transition words and phrases, and remember that words with similar meanings don’t necessarily work the same way grammatically.
Misused transition words can make your writing unclear or illogical. Your audience will be easily lost if you misrepresent the connections between your sentences and ideas.
“Therefore” and similar cause-and-effect words are used to state that something is the result of, or follows logically from, the previous. Make sure not to use these words in a way that implies illogical connections.
The use of “therefore” in this example is illogical: it suggests that the result of 7.5 follows logically from the question being asked, when in fact many other results were possible. To fix this, we simply remove the word “therefore.”
While the words “also,” “and,” and “so” are used in academic writing, they are considered too informal when used at the start of a sentence.
To fix this issue, we can either move the transition word to a different point in the sentence or use a more formal alternative.
Words like “although” and “because” are called subordinating conjunctions . This means that they introduce clauses which cannot stand on their own. A clause introduced by one of these words should always follow or be followed by another clause in the same sentence.
The second sentence in this example is a fragment, because it consists only of the “although” clause.
We can fix this in two different ways. One option is to combine the two sentences into one using a comma. The other option is to use a different transition word that does not create this problem, like “however.”
Students often use the phrase “ as well as ” in place of “and,” but its usage is slightly different. Using “and” suggests that the things you’re listing are of equal importance, while “as well as” introduces additional information that is less important.
In this example, the analysis is more important than the background information. To fix this mistake, we can use “and,” or we can change the order of the sentence so that the most important information comes first. Note that we add a comma before “as well as” but not before “and.”
Note that in fixed phrases like “both x and y ,” you must use “and,” not “as well as.”
The combination of transition words “and/or” should generally be avoided in academic writing. It makes your text look messy and is usually unnecessary to your meaning.
First consider whether you really do mean “and/or” and not just “and” or “or.” If you are certain that you need both, it’s best to separate them to make your meaning as clear as possible.
Words like “hereby,” “therewith,” and most others formed by the combination of “here,” “there,” or “where” with a preposition are typically avoided in modern academic writing. Using them makes your writing feel old-fashioned and strained and can sometimes obscure your meaning.
These words should usually be replaced with a more explicit phrasing expressing how the current statement relates to the preceding one.
With the use of certain tools, you can make your writing clear. One of these tools is a paraphrasing tool . One thing the tool does is help your sentences make more sense. It has different modes where it checks how your text can be improved. For example, automatically adding transition words where needed.
If you want to know more about AI for academic writing, AI tools, or writing rules make sure to check out some of our other articles with explanations and examples or go directly to our tools!
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For the vast majority of students, essay writing doesn't always come easily. Writing at academic level is an acquired skill that can literally take years to master – indeed, many students find they only start to feel really confident writing essays just as their undergraduate course comes to an end!
If this is you, and you've come here looking for words and phrases to use in your essay, you're in the right place. We’ve pulled together a list of essential academic words you can use in the introduction, body, and conclusion of your essays .
Whilst your ideas and arguments should always be your own, borrowing some of the words and phrases listed below is a great way to articulate your ideas more effectively, and ensure that you keep your reader’s attention from start to finish.
It goes without saying (but we'll say it anyway) that there's a certain formality that comes with academic writing. Casual and conversational phrases have no place. Obviously, there are no LOLs, LMFAOs, and OMGs. But formal academic writing can be much more subtle than this, and as we've mentioned above, requires great skill.
So, to get you started on polishing your own essay writing ability, try using the words in this list as an inspirational starting point.
The trickiest part of academic writing often comes right at the start, with your introduction. Of course, once you’ve done your plan and have your arguments laid out, you need to actually put pen to paper (or fingers to keyboard) and begin your essay.
You need to consider that your reader doesn’t have a clue about your topic or arguments, so your first sentence must summarise these. Explain what your essay is going to talk about as though you were explaining it to a five year old – without losing the formality of your academic writing, of course! To do this, use any of the below words or phrases to help keep you on track.
Even though it sounds obvious, your argument will be clearer if you deliver the ideas in the right order. These words can help you to offer clarity and structure to the way you expose your ideas. This is an extremely effective method of presenting the facts clearly. Don’t be too rigid and feel you have to number each point, but using this system can be a good way to get an argument off the ground, and link arguments together.
These essay phrases are useful to begin your essay. They help you pose your argument based on what other authors have said or a general concern about your research. They can also both be used when a piece of evidence sheds new light on an argument. Here’s an example: The result of the American invasion has severely impaired American interests in the Middle East, exponentially increasing popular hostility to the United States throughout the region, a factor which has proved to be a powerful recruitment tool for extremist terrorist groups (Isakhan, 2015). Considering [or In light of / In view of] the perceived resulting threat to American interests, it could be argued that the Bush administration failed to fully consider the impact of their actions before pushing forward with the war.
Introducing the views of an author who has a comprehensive knowledge of your particular area of study is a crucial part of essay writing. Including a quote that fits naturally into your work can be a bit of a struggle, but these academic phrases provide a great way in.
Even though it’s fine to reference a quote in your introduction, we don’t recommend you start your essay with a direct quote. Use your own words to sum up the views you’re mentioning, for example:
As Einstein often reiterated, experiments can prove theories, but experiments don’t give birth to theories.
Rather than:
“A theory can be proved by experiment, but no path leads from experiment to the birth of a theory.” {Albert Einstein, 1954, Einstein: A Biography}.
See the difference?
And be sure to reference correctly too, when using quotes or paraphrasing someone else's words.
The flow of your essay is extremely important. You don’t want your reader to be confused by the rhythm of your writing and get distracted away from your argument, do you? No! So, we recommend using some of the following ‘flow’ words, which are guaranteed to help you articulate your ideas and arguments in a chronological and structured order.
These types of academic phrases are perfect for expanding or adding to a point you’ve already made without interrupting the flow altogether. “Moreover”, “furthermore” and “in addition” are also great linking phrases to begin a new paragraph.
Here are some examples: The dissociation of tau protein from microtubules destabilises the latter resulting in changes to cell structure, and neuronal transport. Moreover, mitochondrial dysfunction leads to further oxidative stress causing increased levels of nitrous oxide, hydrogen peroxide and lipid peroxidases.
On the data of this trial, no treatment recommendations should be made. The patients are suspected, but not confirmed, to suffer from pneumonia. Furthermore, five days is too short a follow up time to confirm clinical cure.
These are helpful academic phrases to introduce an explanation or state your aim. Oftentimes your essay will have to prove how you intend to achieve your goals. By using these sentences you can easily expand on points that will add clarity to the reader.
For example: My research entailed hours of listening and recording the sound of whales in order to understand how they communicate.
Dutch tech companies offer support in the fight against the virus. To this end, an online meeting took place on Wednesday...
Even though we recommend the use of these phrases, DO NOT use them too often. You may think you sound like a real academic but it can be a sign of overwriting!
Complement complex ideas with simple descriptions by using these sentences. These are excellent academic phrases to improve the continuity of your essay writing. They should be used to explain a point you’ve already made in a slightly different way. Don’t use them to repeat yourself, but rather to elaborate on a certain point that needs further explanation. Or, to succinctly round up what just came before.
For example: A null hypothesis is a statement that there is no relationship between phenomena. In other words, there is no treatment effect.
Nothing could come to be in this pre-world time, “because no part of such a time possesses, as compared with any other, a distinguishing condition of existence rather than non-existence.” That is, nothing exists in this pre-world time, and so there can be nothing that causes the world to come into existence.
These essay words are a good choice to add a piece of information that agrees with an argument or fact you just mentioned. In academic writing, it is very relevant to include points of view that concur with your opinion. This will help you to situate your research within a research context.
Also , academic words and phrases like the above are also especially useful so as not to repeat the word ‘also’ too many times. (We did that on purpose to prove our point!) Your reader will be put off by the repetitive use of simple conjunctions. The quality of your essay will drastically improve just by using academic phrases and words such as ‘similarly’, ‘as well as’, etc. Here, let us show you what we mean:
In 1996, then-transport minister Steve Norris enthused about quadrupling cycling trips by 2012. Similarly, former prime minister David Cameron promised a “cycling revolution” in 2013…
Or Renewable Energy Initiative (AREI) aims to bridge the gap of access to electricity across the continent (...). Another key fact to remember is that it must expand cost-efficient access to electricity to nearly 1 billion people.
The wording “not only… but also” is a useful way to elaborate on a similarity in your arguments but in a more striking way.
Academic essays often include opposite opinions or information in order to prove a point. It is important to show all the aspects that are relevant to your research. Include facts and researchers’ views that disagree with a point of your essay to show your knowledge of your particular field of study. Below are a few words and ways of introducing alternative arguments.
Finding a seamless method to present an alternative perspective or theory can be hard work, but these terms and phrases can help you introduce the other side of the argument. Let's look at some examples:
89% of respondents living in joint families reported feeling financially secure. Conversely, only 64% of those who lived in nuclear families said they felt financially secure.
The first protagonist has a social role to fill in being a father to those around him, whereas the second protagonist relies on the security and knowledge offered to him by Chaplin.
“On the other hand” can also be used to make comparisons when worded together with “on the one hand.”
These essay phrases show contrast, compare facts, and present uncertainty regarding a point in your research. “That said” and “yet” in particular will demonstrate your expertise on a topic by showing the conditions or limitations of your research area. For example:
All the tests were positive. That said, we must also consider the fact that some of them had inconclusive results.
Use these phrases and essay words to demonstrate a positive aspect of your subject-matter regardless of lack of evidence, logic, coherence, or criticism. Again, this kind of information adds clarity and expertise to your academic writing.
A good example is:
Despite the criticism received by X, the popularity of X remains undiminished.
Another way to add contrast is by highlighting the relevance of a fact or opinion in the context of your research. These academic words help to introduce a sentence or paragraph that contains a very meaningful point in your essay.
A good piece of academic writing will always include examples. Illustrating your essay with examples will make your arguments stronger. Most of the time, examples are a way to clarify an explanation; they usually offer an image that the reader can recognise. The most common way to introduce an illustration is “for example.” However, in order not to repeat yourself here are a few other options.
The academic essays that are receiving top marks are the ones that back up every single point made. These academic phrases are a useful way to introduce an example. If you have a lot of examples, avoid repeating the same phrase to facilitate the readability of your essay.
Here’s an example:
‘High involvement shopping’, an experiential process described by Wu et al. (2015, p. 299) relies upon the development of an identity-based alliance between the customer and the brand. Celebrity status at Prada, for example, has created an alliance between the brand and a new generation of millennial customers.
Concluding words for essays are necessary to wrap up your argument. Your conclusion must include a brief summary of the ideas that you just exposed without being redundant. The way these ideas are expressed should lead to the final statement and core point you have arrived at in your present research.
These are phrases for essays that will introduce your concluding paragraph. You can use them at the beginning of a sentence. They will show the reader that your essay is coming to an end:
On close analysis and appraisal, we see that the study by Cortis lacks essential features of the highest quality quantitative research.
Essay words like these ones can help you emphasize the most relevant arguments of your paper. Both are used in the same way: “the most persuasive/compelling argument is…”.
When you’re explaining the significance of the results of a piece of research, these phrases provide the perfect lead up to your explanation.
Your summary should include the most relevant information or research factor that guided you to your conclusion. Contrary to words such as “persuasive” or “compelling”, these essay words are helpful to draw attention to an important point. For example:
The feasibility and effectiveness of my research has been proven chiefly in the last round of laboratory tests.
Film noir is, and will continue to be, highly debatable, controversial, and unmarketable – but above all, for audience members past, present and to come, extremely enjoyable as a form of screen media entertainment.
This essay phrase is meant to articulate how you give reasons to your conclusions. It means that after you considered all the aspects related to your study, you have arrived to the conclusion you are demonstrating.
After mastering the use of these academic words and phrases, we guarantee you will see an immediate change in the quality of your essays. The structure will be easier to follow, and the reader’s experience will improve. You’ll also feel more confident articulating your ideas and using facts and examples. So jot them all down, and watch your essays go from ‘good’ to ‘great’!
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I'm writing a policy-relevant paper with policy recommendation. My supervisor (non-native in English) told me that I should not use a word 'should' for writing sentences for policy recommendation because the term is too strong in academic papers. An example of the sentence is like '..., the *** should be taken into account.' Do you have any suggestions for alternative words/phrases for 'should'?
The word "should" is not appropriate if you are recommending a policy action.
It is not, as you suggest, that it is too strong. It is too weak. The word does not carry the nuance of recommendation, only of opinion.
I would recommend that you use the word "recommend", as that is what you are doing.
I don't think this boils down to a simple question of word-choice; you should structure your writing so that you avoid overt dictates of this sort and use analytical forms to convince readers of the 'rightness' of your position. For example, instead of saying:
..., the *** should be taken into account.
it's better to say something more intellectually authoritative, like:
..., *** is an important factor; the presence of *** gives us insight into (yadda-yadda-yadda).
In other words, don't tell people what they should do; lay out that which is rational and effective, and allow people to decide for themselves whether they should do it. No one likes to be told what to do, but most people will respond to a good, reasonable argument.
Samuel Johnson famously said that people more often need to be reminded than instructed. This approach avoids offending readers who might already agree with you and may flatter others into that you assume they are already cognizant of the issues. Sometimes the final result is that your readers adopt your conclusions thinking it was wholly their own idea.
The answers here are good, and do give good solutions; instead of saying what they should do, you tell them what you recommend they do, or, you simply lay out the facts and let them decide on their own.
Here's another alternative. Assume a few premises, give reasons for those assumptions, and then make an "should/ought" statement based on those premises.
Example: Your spouse suddenly starts wanting a dog, and asks you what you think about it.
(1) You could say: " We shouldn't get a dog , because it demands a lot of time and resources." (2) Or, you could say: "We are both feeling quite stressed out by all of our workload recently. That, in addition to all of these community programs we're involved in, we sure are quite busy nowadays. And then there's the wage cuts we've had, and our car broke down, which was a blow to the wallet. A dog would take away even more time and money. Given that we're struggling with too little time to relax, and not enough money, I don't think we want to worsen that. Based on that, I don't think we should get a dog. "
Ought -statements are written in bold , is -statements written in plain text and the assumptions italicized . What's the difference between (1) and (2)? The reasoning seems identical, the formulation however, is not. In (1), we have an ought-statement and an is-statement; the assumption is only implied. The problem by not explicitly stating the assumption—and in the process, treating it as an assumption—is that you wind up implying the opposite; it isn't an assumption . With a formulation akin to (1), you take the assumption as a given; as self-evident. If one takes one's own assumptions as naturally/automatically/self-evidently correct, then one is being authoritative and egocentric. When one formulates oneself similar to (1), this is the impression that is given off, even if the recipient isn't necessarily consciously aware of this impression.
Now, the recipient may actually agree with the assumption that's implied in (1), but due to the authoritative and egocentric manner in which it is formulated, they may feel almost automatically opposed to it; people don't like being told what to do and people don't like when others assume they're just correct.
With (2), you make it painstakingly clear what the ought- and is-statements are, and you also show your assumption and put it on the table as something that can be questioned. You give off humility and come across as someone wanting to discuss, not command. This will make the recipient much more prone to objective discussion and earnest consideration; they'll look at the assumption and be much more likely to realize they agree with it. Now, (2) was perhaps formulated in a bit of an unnatural way, given the casual scenario. In academia however, the formulation of (2) is actually a lot more befitting. I chose the casual scenario because it was easier to come up with. Hope this helps.
I'm going to be simple here. Should is used to indicate obligation, duty, or correctness, typically when criticizing someone's actions or to indicate what is probable.
Use Thesaurus. com and search for the synonyms for 'Should'
Results: Could, might, would, shall, ought-to, may
I hope this helps.
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Surrounded by a handful of trusted advisers and first lady Jill Biden at his vacation home on the Delaware coast Saturday evening, President Joe Biden reflected on a political career that spanned more than half a century and began to conclude that it would reach its end earlier than planned, according to people familiar with his decision.
Isolated, frustrated and angry, he felt betrayed by allies who turned on him in his hour of need.
“He’s really pissed off,” said a person in touch with Biden’s inner circle.
Mad as he was — and still is — Biden came grudgingly to accept that he could not sustain his campaign with poll numbers slipping, donors fleeing and party luminaries pushing him to exit. He may have been slower than other Democratic insiders to make that calculation, but he fully understood it by Saturday night.
The account of this critical weekend, and what led to Biden’s stunning announcement, came from interviews with two dozen Democrats familiar with what transpired.
In separate phone calls Sunday, Biden told his vice president, Kamala Harris, his White House chief of staff, Jeff Zients, and his campaign chair, Jen O’Malley Dillon, that he would abandon his re-election bid. The fact that he had to inform them in such a manner underscored the degree to which his circle had tightened in recent days to family members and a few longtime aides and advisers — Mike Donilon, Steve Ricchetti, Anthony Bernal and Annie Tomasini.
The outcome may not have surprised White House and campaign officials, but the timing did. Most found out, along with the rest of the world, when Biden published his post on X. The same was true for Democratic National Committee officials and state party chairs. Senior Biden aides scrambled to set up separate meetings to talk to staff members for the White House and the campaign, reassuring the political aides that their jobs were safe.
As it always is, the end was abrupt. But it came after a hellish 25-day stretch sparked by the most disastrous debate performance in modern American political history on June 27. Biden failed to reassure fellow Democrats — or enough of them — in follow-up public appearances. Major donors cut off money to his campaign and the party. In drip-drip-drip fashion, elected officials started to call for him to drop his bid. Former House Speaker Nancy Pelosi of California, the godmother of the Democratic Party, said he still had a decision to make — after he insisted he had chosen to stay in the race.
There was less light than darkness on the horizon.
On Saturday, he spoke with Pelosi — a conversation her office denied — CNBC reported , citing a person with direct knowledge of their interaction. Pelosi, whose top close allies publicly called for him to leave the race as she stopped just short of that in recent weeks, did not respond to a text message seeking comment.
Senior Biden aides expected that Senate Majority Leader Chuck Schumer and House Minority Leader Hakeem Jeffries, both Democrats from New York, were likely to publicly call for him to step aside after his meeting with Israeli Prime Minister Benjamin Netanyahu this week.
Biden also met with Donilon and Ricchetti on Saturday. They went through “literally everything” — including bleak polling in battleground states — about his possible path forward, according to sources, but the two trusted aides did not make any recommendation about what he should do. Their sense was that Biden had already made up his mind to withdraw and that that discussion cemented it. Still, they all decided to sleep on it.
On Sunday morning, they met again, keeping everything incredibly tight to prevent leaks.
On Thursday, former White House chief of staff Ron Klain, who wanted Biden to stand firm, said Biden was “feeling the pressure.” On Friday night, according to the person in touch with his inner circle, he still had not changed his mind.
Friends had told him that he was risking his legacy — as the man who defeated Donald Trump and enacted a series of major laws — and could end up becoming a scapegoat if Democrats get clobbered in November. He still believed, up until this weekend at least, that he could win again. In 2020, he had promised to be a bridge candidate. In the end, he did not want to be a bridge between two Trump terms.
“It became a no-win situation, a self-fulfilling prophecy,” former White House official Cedric Richmond, who was a co-chair of Biden’s 2020 campaign, said Sunday. Once money dries up and elected officials pull their support, “it’s impossible to win, and he’s always put country and party first.”
By the time Biden convened a call with his full complement of senior advisers at 1:45 p.m. Sunday, an official statement announcing his decision had already been written. One minute later, his X account posted that statement, telling the public that he would remain in office but cede his party’s nomination — making him the first eligible incumbent president to do that since Lyndon Johnson in 1968. Less than 30 minutes after that, he endorsed Harris, blessing her as the best choice to beat Trump in a four-month sprint to Election Day.
After his announcement, Biden made 40 to 50 phone calls about his decision Sunday night, according to sources.
In recent days, as calls for him to step down mounted, Biden asked to see polling his campaign had solicited on how Harris would fare in a hypothetical matchup against Trump, according to two people familiar with the matter. They said he also reviewed public polling as he wanted to know more about her standing against Trump. The Harris polling was very tightly held, and it circulated to only a handful of top campaign aides, including Donilon and O’Malley Dillon, the two people familiar with the matter said.
Biden’s call appeared to hinge entirely on political factors, rather than concerns about his health or his ability to do his job. A senior administration official said that there was no new medical information informing Biden’s decision, though he had said himself recently that he might reconsider his candidacy if “some medical condition” emerged.
“If doctors came to me and said you got this problem, that problem,” Biden hypothesized in an interview that aired last week.
While his doctor has monitored Biden in recent days for a Covid diagnosis and did bloodwork related to it, Biden has not undergone any extensive tests or medical examinations in recent days, the official said. His last comprehensive physical was in February.
In affirming that he will remain in office, Biden implied that he is not worried that he can carry out the presidency.
Across the country, Democrats scrambled to respond — and prepare for a future without Biden on the ticket — in the minutes and hours after his announcement.
In Minnesota, Democratic Party chair Ken Martin was preparing a Biden open house in Minneapolis when he heard the news reports. In Illinois, a delegate had just received a phone call from the Biden campaign, asking whether Biden would still have their support in a convention vote. The news of Biden’s withdrawal came just an hour later.
Once he found out, Martin got on the phone with other state party chairs and advocated for the next step: have a unified stance within the party to back Harris for president.
“Everyone I’ve talked to right now agrees that we have to unify quickly,” said Martin, who organized a conference call with state party chairs Sunday afternoon. “The idea of having four weeks of turning the conversation inward is not something I’m particularly excited about. The quicker we can unify our party behind a ticket, the sooner we can get this campaign moving.”
An integral member of Biden’s re-election team found out after a family member read a news alert. The person noted how everyone around Biden was taken by surprise, particularly after some of Biden’s closest allies were on Sunday shows pushing for his candidacy.
“No one knew. Kamala didn’t even know,” the person said.
Harris made her own round of phone calls Sunday as many party leaders tried to ensure that she would face few obstacles to winning the nomination. In addition to Biden, she won endorsements from former President Bill Clinton and Hillary Clinton, who was the party’s 2016 presidential nominee.
Several prominent Democratic governors , including California’s Gavin Newsom and Pennsylvania’s Josh Shapiro — both considered possible future presidential candidates — threw their support to Harris on Sunday. So did a variety of outside groups that are important to Democratic electoral prospects at the presidential and congressional levels.
Biden did not want Harris to experience the same betrayal he felt when he was vice president and President Barack Obama put his weight behind Hillary Clinton instead of his own running mate. That helps explain why he was quick to send a signal to the rest of the party that she is his choice.
“There are some people who don’t want her. The president understands how that feels,” a Biden ally said, “which is why he did the loyal thing.”
Even as they began laying the groundwork for Harris to take over Biden’s campaign and win the nomination, many Biden loyalists in Washington were still stewing Sunday about the way their party treated him.
“Here is a man who has always talked about dignity,” a longtime Biden ally said. “And what was happening to him in a very public setting was undignified. Where does the president go to get his dignity back?"
Jonathan Allen is a senior national politics reporter for NBC News.
Carol E. Lee is the Washington managing editor.
Monica Alba is a White House correspondent for NBC News.
Mike Memoli is an NBC News correspondent.
Natasha Korecki is a senior national political reporter for NBC News.
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Mr. Trump would not leave the stage without signaling to his fans that he was OK — even as some were still wailing in fear. And he did not just wave or nod, he raised his fist in defiance above his bloodied face — making an image history will not forget.
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Words and Phrases to Avoid in Academic Writing. Published on February 6, 2016 by Sarah Vinz.Revised on September 11, 2023. When you are writing a dissertation, thesis, or research paper, many words and phrases that are acceptable in conversations or informal writing are considered inappropriate in academic writing.. You should try to avoid expressions that are too informal, unsophisticated ...
Use: "This essay will introduce the idea that…". Not: "This essay will introduce the new idea that…". Joint collaboration. Use: "This paper describes a collaboration between…". Not: "This paper describes a joint collaboration between…". Knowledgeable expert. Use: "Kotler is an expert in the field of marketing.".
Use "approximately" instead. absolute best. "Absolute" is redundant—just use "best." absolute worst. For the same reason as above, just use "worst." absolutely. Eliminate unnecessary adverbs in academic writing. absurd. Don't say something is absurd; show that it is by using logical argumentation.
I'll break these 33 words up into three sets: Set 1: Exaggerated Words not to use in an Essay. Set 2: Assertive Words not to use in an Essay. Set 3: Emotional Words not to use in an Essay. One major place where many students fall down is that they don't realize that the ideal essay writing format is very different from other writing styles.
Not all words are useful. Some are clunky and redundant, while others make your writing mumbling. Some you use for word count rather than meaning, and they make essays sound complicated yet empty. For concise and meaningful writing, do your best to avoid these words and phrases in your admission essays. 1) Contractions. In essays, avoid ...
Maintaining a formal voice while writing academic essays and papers is essential to sound objective. One of the main rules of academic or formal writing is to avoid first-person pronouns like "we," "you," and "I.". These words pull focus away from the topic and shift it to the speaker - the opposite of your goal.
Nevertheless, according to the conventions of Standard English, all 10 of the following words should be avoided in reports, essays, research papers, and all other types of formal writing. alot. Alot (one word) is a common misspelling of a lot (two words). " [W]e all may write alot one day," says The American Heritage Guide to Contemporary Usage ...
Slang and colloquialisms are always words to avoid in formal writing. Instead, use more formal choices, like the ones in the center column below. When you do that, your readers will see that you take your subject matter seriously, and then they will too. Casual. Formal.
10. Grammatical Errors, Fragments, and Run-on Sentences. When your college essay draft is complete, make sure to proofread it thoroughly. And have a teacher or talented writer proof it again for you. Avoid any spelling and grammatical errors, but also avoid fragments and run-on sentences.
To recap, here are some phrases and words to avoid in academic writing: Personal Pronouns: Putting yourself in a paper weakens your research-based evidence. Cliches: Cliches are overused and aren't formal enough for a college essay. Contractions & Abbreviations: Shortening words is not appropriate for academic writing.
Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it's time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices.
Words such as "can't" and "mustn't" should not appear in your academic paper, even in the case where you have to write a persuasive essay in your own voice. You should write the words in full instead. 2. Personal Pronouns. Personal pronouns are okay for college admissions essays, persuasive essay writing, and opinion essays but bad ...
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
To get across clearly and precisely, use specific terms so that the presentation of the academic writing leaves no doubts in anybody's mind. Here are some vague words to avoid using in your essays, dissertations, or projects: About; Around; Big, mall, short, tall; There; A long time, a while ago, at that time;
Formal rather than conversational phrases Precise wording and specific facts (rather than generalizations) Limited use of words that sound opinionated, emotional, or flowery One strategy for approaching more formal writing assignments is to write as you usually would, and then look for words and phrases to replace. 1.
Here are several words you should seldom use in academic essays, although they might be perfectly acceptable in certain contexts and in other kinds of essays: (1) "totalizing" words such as always, never, everyone, all, every, everywhere, totally, absolutely, and so on. These words are hard to defend, because your readers tend to be good at ...
Title. Write your name, the instructor's name, your class, and the date in the upper left corner of the 1st page. Make the title centered and place it after the heading information in the same font as the rest of your paper. Create a separate title page. Make your title centered and written in boldface.
If you're struggling to choose the right words for your essay, don't worry—you've come to the right place! In this article, we've compiled a list of over 300 words and phrases to use in the introduction, body, and conclusion of your essay. Contents: Words to Use in the Essay Introduction. Words to Use in the Body of the Essay.
Here are some examples of strong verbs commonly used in academic writing: Analyze: Examine in detail to understand the components or structure. Critique: Assess or evaluate the strengths and weaknesses. Demonstrate: Show the evidence to support a claim or argument. Illuminate: Clarify or make something clearer.
While the words "also," "and," and "so" are used in academic writing, they are considered too informal when used at the start of a sentence. Also, a second round of testing was carried out. To fix this issue, we can either move the transition word to a different point in the sentence or use a more formal alternative.
To do this, use any of the below words or phrases to help keep you on track. 1. Firstly, secondly, thirdly. Even though it sounds obvious, your argument will be clearer if you deliver the ideas in the right order. These words can help you to offer clarity and structure to the way you expose your ideas.
The word "should" is not appropriate if you are recommending a policy action. It is not, as you suggest, that it is too strong. It is too weak. The word does not carry the nuance of recommendation, only of opinion. I would recommend that you use the word "recommend", as that is what you are doing.
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Surrounded by a handful of trusted advisers and first lady Jill Biden at his vacation home on the Delaware coast Saturday evening, President Joe Biden reflected on a political career that spanned ...
A bloodied Donald J. Trump made Secret Service agents wait while he expressed his defiance. The moment epitomized his visceral connection with his supporters, and his mastery of the modern media age.